THE EFFECTIVENESS OF WENNING'S INVESTIGATIVE MODEL IN THE ACHIEVEMENT OF PREPARATORY STAGE STUDENTS AND THEIR CONCEPTUAL THINKING
Keywords:
Wenning Investigative, Achievement, Fifth-Grade Science Students, Chemistry, Conceptual ThinkingAbstract
The research aims to identify the effectiveness of Wenning's investigative model in the achievement of preparatory stage students and their conceptual thinking, an experimental design with two experimental and control groups was chosen, using a post-test achievement test and a conceptual thinking scale, to achieve the research objective, a purposive sample of 60 students was selected and divided into two research groups, with 30 students in the experimental group and 30 students in the control group. The students in the two research groups were matched according to the following variables: (age calculated in months, intelligence test, previous achievement in chemistry, conceptual thinking scale) in the first semester of the academic year (2024-2025), the researcher determined the subject matter to be studied during the experiment, which consisted of the first four chapters of the fifth-grade science chemistry textbook. The researcher formulated the behavioral objectives for the topics to be studied, which amounted to 180 behavioral objectives according to Bloom's levels (remembering, understanding, applying, analyzing, synthesizing, evaluation), the researcher (48) prepared a daily plan for teaching the two research groups and presented a sample of it to a group of arbitrators to determine its validity and suitability for fifth-grade science students, to achieve the research objective, the researcher prepared the research tools, an achievement test consisting of 35 objective questions with four alternatives, and a conceptual thinking scale consisting of 56 questions, the apparent validity of these tools was extracted by presenting them to a group of arbitrators in education and science teaching methods, the content validity was also extracted in light of the test's conformity with the content studied, the discrimination power, difficulty coefficient, and effectiveness of the wrong alternatives for each item of the test and scale were calculated using using the Kuder-Richardson 20 equation and the Cronbach's alpha coefficient scale, after analyzing the results statistically using the t-test for two independent samples (for the achievement test and the conceptual thinking scale), the results showed that the experimental group studied using the Wenning investigative model outperformed the control group studied using the traditional method in the achievement test and the conceptual thinking scale. appropriate statistical methods. The stability was extracted
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