The Effectiveness of A Proposed Model According To Vygotsky’s Social Theory In Scientific Thinking Among Female First-Year Intermediate Students In Physics

Abstract

     The current research aims to identify "the effectiveness of a proposed strategy according to Vygotsky's social theory in scientific thinking among first-year intermediate school female students in physics." To verify the aim of the research, the researcher formulated the following null hypothesis: “There is no statistically significant difference at the function level (0.05) between the average grades of the female students in the experimental group who will study according to a model proposed on Vygotsky’s social theory (the Acceleration of Thinking model), and the average grades of the female students in the group.” Female officers who will study according to the traditional method in physics. An experimental design with partial control and post-testing was adopted for the two research groups. The research sample (73) female students from the Arabian Gulf High School was selected randomly. The researcher rewarded the female students of the two groups with the variables (chronological age, intelligence, and previous information test), then prepared an achievement test consisting of: (40) objective multiple-choice items and their psychometric properties were confirmed. After applying the test, the data was collected and processed statistically using a t-test for the two research samples, and it reached (3,065), which is greater than the tabular value of (2,000). The results showed that there was a statistically significant difference at the function level (0.05) between the female students of the experimental group who studied according to the acceleration of thinking model. The control group studied according to the traditional method in the post-achievement test in favor of the experimental group. . In light of the research results, the researcher came up with a set of recommendations, including adopting a model of accelerating thinking in teaching physics, and conducting similar studies with other variables and for other academic stages.