أثر أنموذج T A S C في اكتساب المفاهيم الكيميائية لدى طلاب الصف الخامس العلمي التطبيقي و مهارات تفكيرهم الحاذق

الملخص EN

This paper aims at identifying the TASC model effect on the acquisition of survival chemistry by fifth scientific/applied graders.

To do so, an experimental methodology was followed in the research design.

The sample of the study consisted of two randomized groups, both are fifth scientific/applied graders of the Qassim AlMubarqa High School (Boys), in the academic year 2019-2020.

The graders were then subdivided into an experiment group (24 students) and a control group (23 students).

Both tentative groups were tested by several variables.

To test the groups, a 45-item questionnaire (on chemical facts) has been designed.

Additionally, Al-Saidy's (2019) skillful thinking model, which includes 45 items, has been followed.

Both tools were validated.

The statistical processing of analysis and test results showed that TASC-assisted teaching helped the experiment group acquire skillful thinking and survival chemistry in comparison with the traditionally taught control group.

The paper finally suggests several recommendations and tips.