The Effectiveness of Scientific Argumentation-Based Teaching in Developing of Metacognition Thinking Skills Among Middle School Female Students

Document Type : Academic research papers

Authors

1 Education Department Faculty Of Arts And Humanities , A'SHARQIYAH University & curriculum and teaching methods faculty of education Helwan university

2 Mekka Educational Administration

Abstract

The research aimed to explore the effectiveness of teaching based on scientific argumentation in developing metacognitive thinking skills among middle school female students. To achieve this objective, the study adopted a quasi-experimental design. The research sample consisted of all regularly enrolled students in the first year of middle school during the first semester of the academic year 1442 AH in Dammam. The Sample included (47) female students from the first-grade class at Al-Hussan middle school. The students were then divided into two groups: an experimental group(24 students) that was taught using the scientific argumentation-based Method, and a control group (23 students) that was taught using the traditional method. The lessons were based on the “Living Organisms and their Environment” unit from the science curriculum for the second semester of the 2020 academic year.
To measure metacognitive thinking skills, a pretest and posttest were conducted using a specially designed tool. The study employed the independent Samples t-test to compare the means of the two groups. The results indicated a statistically significant difference at (0.01) level in favor of the experimental group. This confirms the effectiveness of scientific argumentation-based teaching in developing metacognitive thinking skills based on these findings. The study recommends encouraging science teachers to implement argumentation-based teaching in their classrooms.

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Buhūth
Volume 5, Issue 4
Educational Sciences
April 2025
Pages 354-392

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