The effectiveness of the Dual Inquiry Cycle Model (CICM) in teaching science on developing future thinking and cognitive beliefs among sixth-grade primary school students

Alzahrani, Saad Atiah Qadlah

doi:10.21608/jsrep.2025.443100

The effectiveness of the Dual Inquiry Cycle Model (CICM) in teaching science on developing future thinking and cognitive beliefs among sixth-grade primary school students

Document Type : Original Article

Author

Saad Atiah Qadlah Alzahrani

Assistant Professor of Curriculum and Science Teaching Methods at King Abdullah Air Defense College.

10.21608/jsrep.2025.443100

Abstract

This study aimed to explore the effectiveness of the Dual Inquiry Cycle Model (CICM) in teaching science on developing future thinking skills and cognitive beliefs among sixth-grade primary school students. In order to achieve the study objective, the experimental method was used, The study sample consisted of (56) sixth grade primary school students, who were distributed equally into the two study groups, so that the experimental group consisted of (28) students, and the control group also consisted of (28) students. After that, the study tools specified in the future thinking test and the cognitive beliefs scale were applied to the two study groups, and in light of that, the necessary data were collected and analyzed statistically. The results came as follows:
1- There is a statistically significant difference at the level of (0.05) between the average scores of students in the control and experimental groups in the post-application of the future thinking test and the cognitive beliefs scale in favor of the experimental group.
2- There is a statistically significant correlation between the total score of the future thinking test and the total score of the cognitive beliefs scale in the post-application for students in the experimental group.
Based on the results of the study, a set of necessary recommendations and proposals were included.

Keywords

References

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