استخدام نموذج الاستقصاء الدوري في تدريس العلوم لتنمية التفكير التأملي و خفض التجول العقلي لدي تلاميذ الصف الثاني الإعدادي

Abstract EN

The present research aimed at identifying the effect of using the cyclic inquiry model in teaching science for developing reflective thinking skills and reducing mind wandering among second year prep school students.

to achieve this aim, the analytical descriptive and quasi experimental designs were used.

the quasi experimental design used the experimental and control groups.

the research materials and tools were : the teacher's guide, activity book, and the class tasks made according to the cyclic inquiry model.

reflective thinking skills test, and the mind wandering scale.

the research sample consisted of 80 second year prep students in al Khayreya prep school for boys in Assiut educational administration.

it was divided into 40 experimental and 40 control groups in the 1st school semester of 2021.

conducting the research experiment and the statistical treatments.

the research findings showed that there was a statistically significant difference at 0.01 between the mean scores of the experimental and control groups in the post testing of the reflective thinking skills as a whole and in every one of its dimensions in favor of the experimental group.

also, there was a statistically significant difference at 0.01 between the mean scores of the experimental and control group in the post-testing of the mind wandering scale as a whole and kin each one of its two dimensions in favor of the control group.

also, the results proved the big effect rate of the cyclic inquiry model in developing the reflective thinking skills and reducing the mind wandering.

the research recommended the necessity of using the cyclic inquiry model in teaching science, and also the importance of developing the reflective thinking skills.

also, the research recommended the use of methods and strategies of teaching that positively involves the learner in the learning process as it has a big role in reducing mind wandering among learners.