Ahmed, Samia Jamal. (2021). The effectiveness of the debate-based inquiry model in teaching science for the development of cognitive achievement and interactive thinking skills among second preparatory grade students. Journal of the College of Education at Ain Shams University, 45(1), 315-356.
Emam, Eman Mohamed Abdel Warith. (2019). The effectiveness of the M.U.R.D.E.R strategy based on the information processing and processing theory in developing deep understanding in social studies among preparatory stage students. Journal of the Educational Society for Social Studies, 3(16), 55-136.
Ben Yassin, Thanaa. (2013). Active learning strategies and the development of scientific processes: Importance, obstacles, and teachers' perspectives on science. Arab Studies in Education and Psychology, 2(44), 47-104.
Jaber, Jaber Abdel Hamid. (2003). Multiple intelligences and understanding: Development and deepening. Arab Thought House.
Jad El-Hak, Nahla Abdel-Moeti. (2021). Proposed NGSS-based program for the development of high-order thinking skills and enjoyment of learning among preparatory stage students. Journal of the College of Education at Ain Shams University, 45(1), 203-272.
Al-Jubouri, Barhan Mohammed. (2019, February 27-28). Development of the biology curriculum in light of the Science, Technology, Society, and Environment (STSE) approach and its effectiveness in developing achievement, deep understanding, and problem-solving skills among preparatory stage students in Iraq [Unpublished paper]. The Third International Conference for the Sector of Postgraduate Studies and Research "Integrated Research is the Way of Development," Aswan, Egypt.
Al-Jarza, Amani Abdullah. (2020). The effectiveness of the integrative approach in teaching biological sciences for the development of deep understanding and life skills among preparatory stage students [Unpublished Master's thesis]. Arab Organization for Education, Culture, and Science, Arab Research and Studies Institute.
Gamal, Mohamed, & Gamal, Samia. (2022). Integrating debate-based inquiry into the curricula for the development of interactive thinking "Theory and Application". Dar Al-Ola for Publishing.
Al-Harbi, Ahmed Abdullah. (2022). The effectiveness of using the Dual Situated Learning Model (DSLM) in teaching science for the development of future thinking skills and deep understanding among middle school students [Unpublished Master's thesis], Umm Al-Qura University.
Al-Khatib, Mona Faisal, & Al-Ashqar, Samah Farouk. (2014). The impact of using the debate-based inquiry model on the development of high-level thinking skills and ambition level among third preparatory grade female students in science. Egyptian Journal of Scientific Education, 17(4), 73-120.
Al-Dahmash, Abdulwali bin Hussein. (2014). The level of educational supervisors' preferences for using scientific inquiry in education. The Arab Bureau of Education for the Gulf States, 35(131), 15-36.
Zaki, Hanan Mustafa, Abdel-Hameed, Atef Hassan, & Abdel-Rahim, Radwan Hamed. (2022). The impact of using the scientific stations strategy in teaching science on the development of deep understanding among fourth-grade students. Journal of Young Researchers in Educational Sciences at Sohag University, 12, 657-687.
Al-Sanour, Ibrahim Youssef. (2021). The effectiveness of the successful intelligence-based strategy for developing deep understanding and reducing cognitive load in physics among secondary stage students [Unpublished Master's thesis], Kafrelsheikh University.
Al-Shafi'i, Gehan Ahmed, & Al-Zahrani, Manal Ali. (2019). The reality of employing science teachers for the intermediate stage in inquiry skills in practical lessons from the perspective of stakeholders. Arab Studies in Education and Psychology, (110), 183-210.
Saleh, Ayat Hassan, & El-Sayed, Naglaa Ismail. (2014). The impact of the inquiry wheel and problem-solving method on the development of cognitive achievement, scientific inquiry, and motivation to learn science for second preparatory grade students. Egyptian Journal of Scientific Education, 17(6), 1-80.
Saleh, Ayat Hassan. (2018). The impact of the REACT strategy based on the context approach on the development of the transfer of learning, deep understanding, and academic self-efficacy in biology for secondary stage students. Egyptian Journal of Scientific Education, 21(6), 1-68.
Tantawi, Wafaa Ahmed. (2021). The impact of the circular house plan strategy on the development of deep understanding and motivation to learn science for second preparatory grade students. Journal of Educational Sciences Research, 1(1), 169-206.
Abbas, Mohammed Hassan. (2015). The effectiveness of using modeling in developing deep understanding of physical concepts and the ability to solve problems creatively among secondary stage students [Unpublished Master's thesis], Mansoura University.
Abdullatif, Osama Gabril, Mahdi, Yasser Sayed, & Ibrahim, Sally Kamal. (2020). The effectiveness of an artificial intelligence-based teaching system for the development of deep understanding of nuclear reactions and self-learning ability among secondary stage students. Journal of Scientific Research in Education at Ain Shams University, 4(21), 307-349.
Azzedine, Sahar Mohamed. (2018). The use of the Argument Driven Inquiry (ADI) model to develop scientific reasoning and academic self-efficacy in chemistry among secondary stage students in Saudi Arabia. Benha University College of Education Journal, 1(114), 47-98.
Azzedine, Sahar Mohamed. (2021). The impact of failure in the digital inquiry environment on the development of deep understanding and achievement in organic chemistry and goal orientation among secondary stage students in Saudi Arabia. Journal of Scientific Research in Education, 22(1), 329-390.
Al-Osimi, Khaled. (2020). The effectiveness of White and Johnston's (PEOE) model in teaching science for the development of deep understanding and achievement motivation among third intermediate grade students with different learning styles. Benha University College of Education Journal, 31(123), 447-534.
Al-Omoudi, Hala Saeed Ahmed Baqader. (2021). The effectiveness of teaching science using McCarthy's (4MAT) model in developing branching thinking and academic achievement among intermediate stage female students in Makkah. Egyptian Journal of Scientific Education, 24(1), 1-24.
Al-Qarni, Fahad Hamdan. (2017). The effectiveness of teaching physics using graduated activities in developing deep understanding among first secondary grade students. The Egyptian Association for Curriculum and Teaching Methods, (221), 110-195.
Kamel, Ahmed Abdel Badea. (2022). Effect size and effectiveness in experimental research. International Journal of Media and Communication Research, 2(3), 3-27.
Mohamed, Ahmed Omar. (2017). The use of debate-based inquiry model in teaching biology to develop critical thinking skills and love of scientific exploration among third secondary grade students. Journal of Research in Education and Psychology, 32(4), 256-329.
Murad, Salah Ahmed, & Suleiman, Amin Ali. (2012). Tests and measurements in psychological and educational sciences: Steps of preparation and characteristics. Dar Al-Kutub Al-Hadith.
Al-Marwani, Dhaif Allah Masaad. (2019). The effectiveness of using White and Johnston's (PEOE) model in teaching science for the development of divergent thinking and deep understanding among intermediate stage students with different information processing levels [Unpublished doctoral thesis]. Umm Al-Qura University.
Muslim, Hamouda Ahmed. (2019). The effectiveness of flipped classrooms for teaching biology in developing deep understanding skills and satisfaction with learning among first secondary grade students in Saudi Arabia. Journal of the College of Education at Al-Azhar University, 38(183), 95-126.
Muammar, Amani Murzuq. (2019). The impact of the scientific stations strategy on the development of deep understanding skills in the subject of life sciences among tenth-grade female students [Unpublished Master's thesis]. Islamic University of Gaza.
ثانياً: المراجع الأجنبية:
Argument-Driven Inquiry. (2023). Argument-Driven Inquiry model. https://www.argumentdriveninquiry.com/
Board on Testing and Assessment (BOTA) & Board on Science Education (BOSE) .(2012).Education for live and work Guide for Practitioners. The National Academies Press.
Bungum, B., Vetleseter, M., & Henriksen, E. (2018). Quantum Talk: How small-group discussions may enhance students’ understanding in quantum physics. Science Education, 102(4), 856-877.
Cacar, S., & Balim, A. (2021). Investigating the Effects of Argument-Driven Inquiry Method in Science Course on Secondary School Students’ Levels of Conceptual Understanding. Journal of Turkish Science Education, 18(4), 816-845.
Chen, H. T., Wang, H. H., Lu, Y. Y., & Hong, Z. R. (2018). Bridging the gender gap of children’s engagement in learning science and argumentation through a modified argument-driven inquiry. International Journal of Science and Mathematics Education, 17(4), 635–655.
Cohen, D.K. )1988(. “Teaching Practice: Plus CA Change.” In P.W. Jackson, ed., Contributing to Educational Change: Perspectives on Research and Practice. Berkeley, CA: McCutchan.
Demircioglu, T., & Ucar, S. (2015). Investigating the Effect of Argument-Driven Inquiry in Laboratory
Dewey, J. (1956). The School and Society; the Child and the Curriculum. University of Chicago Press.
Enderle, P., Bickel, R., gleim, L., Granger, E., Grooms, J., Hester, M., Murphy, A., Sampson, V., & Southerland, Sh. (2015). Student Lab Manual for Argument Driven Inquiry in Life Science. National Science Teachers Association NSTA press.
Erenler, S., & Cetin, P. (2019). Utilizing Argument-Driven-Inquiry to Develop Pre-Service Teachers’ Metacognitive Awareness and Writing Skills. International Journal of Research in Education and Science, 5(2), 628-638.
Fakhriyah, F., Rusilowati, A., Wiyanto, W., & Susilaningsih, E. (2021). Argument-Driven Inquiry Learning Model: A systematic review. International Journal of Research in Education and Science, 7(3), 767-784.
Fullan, M., Quinn, J., & Mceachen, J. (2018). Deep Learning Engage the World Change The World. Corwin Press.
Gini-Newman, G. (2016). Creating Thinking Developing Curriculum to Nurture Critically Thoughtful Learners. Ontario Teacher's Federation.
Grooms, J., Enderle, P ., & Sampson, V. (2015). Coordinating Scientific Argumentation and the Next Generation Science Standards through Argument Driven Inquiry. National Science Education Leadership Association, 24(1), 45-50.
Grooms, J., Enderle, P., Hutner, T., Murphy, A., & Sampson, V. (2016). Argument Driven Inquiry in Life Science. National Science Teachers Association NSTA press.
Grooms, J., Enderle, P., Hutner, T., Murphy, A., & Sampson, V. (2017). Student Lab Manual for Argument Driven Inquiry in Physical Science. National Science Teachers Association NSTA press.
Grotzer, T. (2019). The Quest for Deeper Understanding. Creative Teaching & Learning, 8(4),8-15.
Hasnunidah, N., Susilo, H., Irawati, M., & Suwono, H. (2020). The contribution of argumentation and critical thinking skills on students’ concept understanding in different learning models. Journal of University Teaching & Learning Practice, 17(1), 1-13.
Hutner, T., Sampson, V., LaMee, A., FitzPatrick, D., Batson, A., & Aguilar-Landaverde, J. (2020). Student Workbook for Argument-Driven Inquiry in Physical Volume 2. National Science Teachers Association Press.
King, C. (2016). Geoscience education chapter1 fostering deep understanding through the use of geoscience investigations, models and thought experiments: the earth science education unit and earth learning idea, experiences. springer intentional publishing.
Kuhn, D., & Arvidsson, T. (2017). Can Engaging in Science Practices Promote Deep Understanding of Them?. Science Education, 101(2), 232-250.
McTighe, J., & Seif, E. (2011). Teaching for Meaning and Understanding A Summary of Underlying Theory and Research. Pennsylvania Education Leadership, 24(1), 6-14.
McTighe, J., & Seif, E. (n.d.). Teaching for understanding A meaningful education for 21st century learners.https://jaymctighe.com/wp-content/uploads/2011/04/Teaching-for-Understanding.pdf
Mehta, J., & Fine, S. (2015). Deeper Learning Research Serries the Why, What, Where, and How of Deeper Learning in American Secondary Schools. Deeper Learning Research Series.
Moran, R., & Keeley, P. (2015). Teaching for Conceptual Understanding in Science. National Teacher Association (NSTA).
National Research Council (NRC). (2012a). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
Nelson, C., Scharmann, L., Beard, J., & Flammer, L. (2019). The nature of science as a foundation for fostering a better understanding of evolution. Evolution: Education and Outreach, 12(1),1-16.
Organization for Economic Co-operation and Development (OECD). (2018). The future of education and skills Education 2030.
Ping, I, L., Halim, L., & Osman, K. (2020). Explicit Teaching of Scientific Argumentation as an Approach in Developing Argumentation Skills, Science Process Skills and Biology Understanding. Journal of Baltic Science Education,19(2),276-288.
Rillero, P. (2016). Deep Conceptual Learning in Science and Mathematics: Perspectives of Teachers and Administrators. Electronic Journal of Science Education, 20(2), 14-31.
Salsabila, R., Wijaya, A. F. C., Winarno, N., & Hanif, S. (2019, November). Using argument-driven inquiry to promote students’ concept mastery in learning global warming. In Journal of Physics: Conference Series, 1280(3), 1-7.
Sampson, V., & Gleim, L. (2009). Argument-Driven Inquiry to Promote the Understanding of Important Concepts & Practices in Biology. The American Biology Teacher, 71, 465-472.
Sampson, V., Carafano, P., Enderle, P., Fannin, S., Grooms, J., Southerland, Sh., Stallworth, C., & Williams K.(2015). Argument-Driven Inquiry in Chemistry. National Science Teachers Association NSTA press.
Sampson, V., Enderle, P., Gleim, L., Grooms, J., Hester, M., Southerland, Sh., & Wilson, K. (2016). Argument-Driven Inquiry in Biology. National Science Teachers Association NSTA press.
Sampson, V., Enderle, P., Gleim, L., Grooms, J., Hester, M., Southerland, S., & Wilson, K. (2014). Argument-Driven Inquiry in Biology. National Science Teacher Association
Sampson, V., Enderle, P., Grooms, J., & Witte, S. (2013). Writing to Learn by Learning to Write During the School Science Laboratory: Helping Middle and High School Students Develop Argumentative Writing Skills as They Learn Core Ideas. Science Education,97(5), 643-670.
Sampson, V., Grooms, J. & Walker, J. (2009). Argument-driven inquiry to promote learning and interdisciplinary work in science classrooms. The Science Teacher ,76(8), 217-257.
Sampson, V., Hutner, T., FitzPatrick, D., LaMee, A., & Grooms, J. (2017). Argument-Driven Inquiry in Physical Volume 1. National Science Teachers Association NSTA press.
Sampson, V., Hutner, T., Grooms, J., Kaszuba, J., & Burt, C. (2021a). Argument- Driven Inquiry in Fifth-Grade Science Three Dimensional Investigations. National Science Teachers Association Press.
Sampson, V., Hutner, T., Grooms, J., Kaszuba, J., & Burt, C. (2021b). Student Workbook for Argument- Driven Inquiry in Fifth-Grade Science Three Dimensional Investigations. National Science Teachers Association Press.
Sampson, V., Murphy, A., Lipscomb, K., & Hutner, T. (2018). Argument-Driven Inquiry in Earth and Space Science. National Science Teachers Association NSTA press.
Singh, U., & Banerjee, p. (2018). Misconceptions in Scientific Concepts: An Investigation. International Journal of Creative Research Thoughts (IJCRT), 6(1), 2320-2882.
Somparn, I., Kongsema, J., & Ketsing, J. (2022). The Development of Tenth Graders’ Scientific Reasoning Ability through Argument-Driven Inquiry in Biology Course. Journal of Rangsit University: Teaching & Learning, 16(1), 33-49.
Walker, J., Grooms, J., Anderson, B., Zimmerman, C., & Sampson, V. (2010, March). Argument-driven inquiry: An instructional model for use in undergraduate chemistry labs [Paper presentation]. International Conference of the National Association of Research in Science Teaching (NARST), Philadelphia, PA.
Wiggins, G., & McTighe, J. (2011). The Understanding by Design Guide to Creating High-Quality Units. Association for Supervision and Curriculum Development (ASCD).
Wiggins, G., & McTighe, J. (2005). Understanding by Design (ed.). Association for Supervision and Curriculum Development (ASCD).
William & Flora Hewlett Foundation. (2013). Deeper learning competencies. Retrieved from http://www.hewlett.org/uploads/documents/Deeper_Learning_Defined__April_2013.pdf
Wittrock, M. C. (2010). Learning as a generative process. Educational Psychologist, 45(1), 40–45.
Wodaj, H., & Belay, S. (2021). Effects of 7E instructional model with metacognitive scaffolding on students’ conceptual understanding in biology. Journal of Education in Science, Environment and Health, 7(1), 26-43.
Zeiser, K., Taylor, J., Rickles, J., & Garet, M.(2014). Evidence of Deeper Learning Outcomes. American Institutes for Research(AIR) file:///Users/mac/Desktop/ED553364.pdf
Leung, J, S. (2020). Students' adherences to epistemic understanding in evaluating scientific claims. Science Education، 104(2), 164-192.
Osborne, J. (2012). The role of argument: learning how to learn in school science. In B. J. Fraser, K. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education. Springer, Dordrecht.
Sampson, V., & Gleim, L. (2009). Argument-Driven Inquiry to Promote the Understanding of Important Concepts & Practices in Biology. The American Biology Teacher, 71, 465-472.
Alexopoulos, G., Milopoulos, G., & Fischer, T. (2019, June 29-30). Creating Conditions for Deeper Learning in Science [Paper Presentation]. Conference Proceedings Pallini, Greece.
Chase, C., Shemwell, J., & Schwartz, D. (2010, June 29 - July). Explaining across contrasting cases for deep understanding in science: An example using interactive simulations, Paper presented at the International Conference of the Learning Sciences [Paper presentation]. Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences, Chicago, USA.
Yueying, N., & Xiaodong, Z. (2016, August 13-14). Deep Learning in Effective English Teaching Strategy of Senior High [research Presentation]. 4th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference, Yinchuan, China.
Suminar, I., Muslim, M., & Liliawati, W.(2017, May). Integrated Argument-Based Inquiry with Multiple Representation Approach to Promote Scientific Argumentation Skill [Paper Presentation]. Mathematics. Science and Computer Science Education.
Priyadi, P., Diantoro, M., Parno, P., Taqwa, M. (2020, April). Using Argument-Drinen Inquiry Learning to Improve Student Mental Models [Research Presentation], The 3rd International Conference on Mathematics and Sciences Education (ICoMSE), Malang, Indonesia.
: مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية', './data/jsrep/coversheet/cover_en.jpg'))
مشاهدة على SCiNiTO