أثر استخدام نموذج مقترح يستند إلى التعلم البنائي (RQART) في تدريس العلوم لتنمية التفكير في ما وراء المعرفة لدى طلبة الصف التاسع وكفاءتهم الذاتية
هبه خالد محمد سرحان
Hiba Khaled Mohammed Sarhan
This study aimed to determine the effect of using a proposed model (RQART) which is based on constructive learning in teaching science to develop metacognitive thinking among 9th graders and their self-efficacy, The study was applied during the second semester of the academic year 2019/2020, on purposeful sample consisted of (91) students (male and female) from the study population, which includes all 9th graders in government schools associated with the Bethlehem Education Directorate, consisting of 3,382 male and female students, The students were distributed randomly among four groups, two groups for the males and two groups for the females. The students were split among two schools with two divisions in each school. One of the schools was the experimental group while the other represented the controlled one. Moreover, in order to achieve the objectives of the study, a meta-cognitive thinking test and a measurement tool of self-efficacy were prepared, the researcher also prepared an educational material according to the (RQART) model. The study mainly depended on the experimental method and the semi-experimental design. The data was analyzed using (Two - Way ANCOVA), and the results revealed that there are statistically significant differences in the mean scores of the 9th grade students in the meta-cognitive thinking test. One variable was the teaching method and the scores were in favor of the experimental group. There also appeared to be a difference in scores based on the gender of the students in favor of the males. The results also indicated that there are differences in the interaction between the method and gender in favor of the males of the experimental group. And in the self-efficiency scale the result showed that there are statistically significant differences in the mean scores of 9th graders in the self-efficacy scale based on the teaching methods which was in favor of the experimental group, and there were no significant differences due to gender, and existence of differences to the interaction between the teaching method and gender in favor to females of the experimental group, and the results indicated that there is a moderate effect of the teaching method of the proposed model RQART on developing metacognitive thinking among the experimental group students, and a large effect on their self-efficacy development . The study revealed a set of recommendations, the most prominent of which is the use of the (RQART) model in science teaching. Other recommendations included the curriculum's inclusion of activities and questions to develop metacognitive thinking skills, working on the enhancement of students' self-efficacy, and lastly, focusing on metacognitive skills while planning science lessons.