The effectiveness of an instructional design - learn according to the seven-year learning cycle and the realistic teaching model in achieving and developing the thinking skills of female class students The second is the Institute for Preparing Female Teac

Abstract

The objective of the current research is to know the effectiveness of an instructional-learning design in the light of the seven-year learning cycle and the realistic teaching model in achieving and developing the thinking skills of the second-grade students of the Female Teachers Preparation Institute and their scientific attitudes.
The research sample consisted of (107) female students from the second grade of the Teachers Preparation Institute, and the sample was divided into two experimental and control groups, so it was (35) students in the first experimental group who studied according to the seven-year learning cycle model, and (36) students in the second experimental group and studied using Realistic teaching model, and (36) students of the control group studied in the usual way.
Equivalence was conducted between groups in some variables (age, intelligence, previous information, science scores for the previous year, scientific attitudes scale, and thinking skills scale).
The two researchers prepared research tools represented by an achievement test and a measure of thinking skills. The psychometric properties of the two tools were confirmed. The achievement test was applied post-test and the measure of thinking skills before and after, and the measurement of scientific trends was prepared and applied post-procedure.
The three groups were studied according to the teaching plans prepared by the two researchers, and statistical methods were used (one-way analysis of variance test / Scheffe test, T-test) to find the difference between the results of the groups, and after processing the research data, the results showed the following:
1- There is a statistically significant difference at the level of significance (0.05) between the average scores of the students of the first experimental group who study according to the seven-year learning cycle model, the average scores of the realistic teaching model, and the average scores of the students of the control group who study according to the usual method in achievement in favor of the students of the experimental group. The first.
2- There is a statistically significant difference at the level of significance (0.05) between the mean differences in the pre and post thinking skills test scores of the students of the first experimental group that are taught according to the Seven Learning Cycle model and the mean differences in the pre and post thinking skills test scores of the second experimental group students that are taught according to the method The realistic teaching model and the average scores of the test of pre and post thinking skills for the students of the control group who study according to the usual method for the benefit of the students of the first experimental group.
3- There is a statistically significant difference at the level of significance (0.05) between the grades of the students of the first experimental group that are taught according to the seven-year learning cycle model, the grades of the second experimental group that are taught according to the method of the realistic teaching model and the grades of the control group that are taught according to the usual method in the scientific attitudes scale. Al-Saleh female students of the first experimental group.
In light of this, the results obtained by the two researchers recommended some recommendations and proposals for other academic stages and for other scientific subjects for different variables and for a longer period of time.