Developing Critical Thinking Skills towards Biology Course Using Two Active Learning Strategies

Autor/in	Alsarayreh, Raghad Shaher
Titel	Developing Critical Thinking Skills towards Biology Course Using Two Active Learning Strategies
Quelle	In: Cypriot Journal of Educational Sciences, 16 (2021) 1, S.221-237 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Alsarayreh, Raghad Shaher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-905X
Schlagwörter	Critical Thinking; Thinking Skills; Skill Development; Biology; Genetics; Science Instruction; Instructional Effectiveness; Active Learning; Learning Strategies; Females; Grade 10; Adolescents; Single Sex Schools; Secondary School Students; Student Attitudes; Foreign Countries; Jordan + Suchen Sie Ihr Suchwort? Kritisches Denken; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Biologie; Humangenetik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Aktives Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Weibliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Sekundarschüler; Schülerverhalten; Ausland
Abstract	This study aimed to identify the impact of teaching critical thinking skills on the attitude towards biology courses among female students of tenth grade in Jordan using two active learning strategies. To achieve this, the Critical Thinking Scale and the Attitude towards Biology Scale was used, and its validity and consistency were verified. The sample of the study wad (90) female students from the tenth grade in Southern Mazar Directorate in the academic year (2019-2020). The sample of this study was randomly assigned to three groups: the first was experimental group which consisted of (31) students who studied the genetics unit using the directed investigation strategy. The second was the experimental group which consisted of (29) students who studied the genetics unit using the discussion strategy, but the control group consisted of (30) students who studied the genetics unit in the usual way. Data were collected and analyzed after implementing the experiment, which lasted for two months. The results showed that there were statistically significant differences in performance on the Critical Thinking Scale and the Attitude towards Biology Scale in favor of the two experimental groups. The study recommended adopting active learning strategies in teaching science courses in general and biology courses, in addition to conducting more studies on active learning strategies with other variables and classrooms. (As Provided).
Anmerkungen	Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. Sht. Ilmiye Sakir Sokak, No: 9, Ortakoy, Lefkosa, 2681, Cyprus. e-mail: editor.cjes@gmail.com; Web site: http://www.cjes.eu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01