The abstract thinking levels of a sample of science-education students in Al-Azhar and Al-Aqsa universities of Gaza

Abstract EN

The purpose of this study was to determine the abstract thinking levels of the science students attending the first and fourth year at Al-Azhar University and Al-Aqsa University.

The sample consisted of 80 students of Al-Azhar University and 51 students of Al-Aqsa University.

The tool, used to measure abstract thinking or cognitive development, was one of the Science Reasoning Tasks, developed by the CSMS (Concepts in Secondary Mathematics and Science - UK).

The results showed that almost 62% of the 4th year science-education students at Al-Azhar were at levels capable of formal operational thought.

However, only a very small minority showed capability of late formal operational thought (3.6%), necessary for meaningful engagement and understanding of many scientific and mathematical concepts.

Thirty-six percent of the sample was at concrete levels of cognitive development.

No statistical significant gender difference in abstract thinking level was evident in this study.

In the first year science students at Al-Azhar University, there were only 40% of the students have formal thinking level and about 60% had concrete thinking level.

The results also showed that almost 66.7% of the 4th year science-education students at Al-Aqsa were at levels capable of formal operational thought and the remaining percentage at concrete thinking level.

In the first year, the results also showed that almost 41% of the science-education students at Al-Aqsa were at levels capable of formal operational thought, and 59% at level capable of concrete thought.

The significance of these results is: 1-The results are evident of existence of unsuitable selection of students in Science Education Department in the two universities.

2- The results prove that, there is a gap in levels of thinking, between the student-teacher's current abstract thinking levels and the minimum abstract level that a student should be at, in order to understand and teach a large amount of scientific and mathematical concepts necessary for science teacher.

On a more general level, we may conclude that, the current systems in Science-Education Departments have not succeeded in aiding students to reach their potential in terms of cognitive ability through four years of teachers preparation program.

More detailed analysis of these results and the implications are presented.

Some recommendations are included in the study.