فعالية أنموذج مقترح لتدريس العلوم قائم على التكامل بين البنائية و التعلم المستند إلى الدماغ في تنمية مهارات ما و راء المعرفة لدى طلاب الصف السادس الابتدائي

الملخص EN

The aim of this research was to explore the effectiveness of a proposed model for science teaching based on the integration between structuralism and brain-based learning in developing metacognitive skills for sixth year primary pupils.

To meet this end, the research utilized the descriptive approach to describe and analyse the literature and related studies to the study variables, materials and instruments.

Moreover, one of the designs of the quasi-experimental research was used, which is known as the pre-post control group design With two groups; an experimental group and the other is a control one.

The research sample consisted of (68) sixth-grade pupils in Al-Baha's educational administration from two different schools, randomly selected, and also randomly divided into two groups: 34 pupils in the experimental group who studied the "space" unit using the proposed model based on the integration between structuralism and brain-based learning, and the other group was (34) pupils who studied the same unit in the usual way.

The research utilized a test of metacognitive skills which was administered during the second semester of the academic year (1436-1437 AH).

The results of the research revealed that there were statistically significant differences at the level (0.05) between the mean scores of the experimental group pupils and the mean scores of the pupils of the control group in the posttest of the metacognitive skills in favour of the experimental group.

The results also revealed the effectiveness of the proposed model based on the integration between structuralism and brain-based learning in developing metacognitive skills among sixth-grade primary pupils.

In light of these results, some recommendations and suggestions were presented.