The effectiveness of teaching science using a model based on analogical thinking and self-questioning to improve the depth of scientific knowledge and scientific sense among primary school pupils

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faculty of education new vally university

Abstract

The aim of this research was to investigate the effectiveness of teaching science using a model based on analogical thinking and self-questioning to improve the depth of scientific knowledge and scientific sense among primary school pupils. To achieve this aim, an experimental approach was used, employing a two-group equivalent design and pre- and post-testing. The research sample consisted of 80 students from a primary school in El Kharga city, New Valley Governorate. They were divided into two groups: an experimental group of 40 pupils who studied the unit on patterns in the sky using the model, and a control group of 40 pupils who studied the same unit using the usual method. The research tools, the depth of scientific knowledge test and the scientific sense scale, were administered to both groups before and immediately after the experiment began, during the second semester of the 2023-2024 academic year. The research results revealed the effectiveness (large effect size) of using a model based on analogical thinking and self-questioning in improving the depth of knowledge and scientific sense among primary school pupils. In light of the findings, some recommendations and suggestions were presented.
Keywords: Teaching model, analogical thinking, self-questioning, depth of scientific knowledge, and scientific sense

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