أثر برنامج تعليمي مدمج قائم على المشاريع في تنمية المفاهيم العلمية ومهارات التفكير الناقد لدى طلبة الصف الخامس الأساسي في الأردن

Rana Khaleel  Noufal; Yousef Mahmoud  Arouri

doi:10.35516/edu.v51i3.7100

Authors

Rana Khaleel Noufal Department of Curriculum and Instruction\ Educational Technology, School of Educational Sciences, The University of Jordan, Amman, Jordan https://orcid.org/0000-0003-2396-6708
Yousef Mahmoud Arouri Department of Curriculum and Instruction\ Educational Technology, School of Educational Sciences, The University of Jordan, Amman, Jordan https://orcid.org/0000-0002-0391-433X

DOI:

https://doi.org/10.35516/edu.v51i3.7100

Keywords:

Project-based blended learning, scientific concepts, critical thinking, fifth-grade students, Jordan

Abstract

Objective: To reveal the effect of a blended educational program based on projects on developing scientific concepts and critical thinking skills among fifth-grade students in Jordan.

Methods: To achieve the study's aims, the experimental method with a quasi-experimental design was employed. The study sample consisted of 40 students from a school in Amman, randomly divided into two groups: the experimental group (19 students) and the control group (21 students). Data collection utilized study instruments - after ensuring their validity and reliability - comprising a Scientific Concepts Test and the Cornell Test of Critical Thinking.

Results: The results demonstrated statistically significant differences in the responses of the study sample to the Scientific Concepts Test, favoring the experimental group. Additionally, there were statistically significant differences in the responses of the study sample to the Critical Thinking Test, also favoring the experimental group.

Conclusions: This study indicates that the blended educational program based on projects has a positive impact on developing scientific concepts and critical thinking skills among fifth-grade students in Jordan. Based on these findings, the study recommends that science teachers adopt a blended learning strategy based on projects in their teaching. Furthermore, decision-makers in the Ministry of Education and educational institutions are encouraged to prioritize training courses on project-based blended learning strategies.

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