Using challenge-based learning in integrated science teaching to develop sustainable thinking, environmental citizenship, and scientific passion among secondary school students

The current research aims at identifying the effectiveness of using the challenge-based learning l in teaching Integrated Sciences for developing sustainable thinking, environmental citizenship, and scientific passion of secondary school students. To achieve this aim, the instructional materials were prepared, including a student handbook for the unit based on the challenge-based learning model and a corresponding teacher’s guide. Instruments included a sustainable thinking test, an environmental citizenship scale, and a scientific passion scale. The research participants consisted of (47) first-year secondary school students' enrolled at Qena New Secondary School (male - female) representing the control group, and (45) students representing the experimental group. The quasi-experimental method was used and A quasi-experimental design with both control and experimental groups was employed. The research instruments were applied before and after the experimental treatment.Results demonstrated the effectiveness of using the challenge-based learning in teaching integrated sciences for developing sustainable thinking, environmental citizenship, and scientific passion of secondary school students. The research concluded with a set of recommendations and suggestions for future research