Effectiveness of 4E X 2 Model in Teaching Science to Develop Cognitive Achievement, and Generative and Evaluative Thinking Skills for  Students in Preparatory First Grades

Sedeek, Saied

doi:10.21608/jsre.2021.91485.1357

Effectiveness of 4E X 2 Model in Teaching Science to Develop Cognitive Achievement, and Generative and Evaluative Thinking Skills for Students in Preparatory First Grades

Document Type : Original Article

Author

Saied Sedeek

Curriculum and Instruction Department, Faculty of Education, Aswan University, Aswan, EGYPT

10.21608/jsre.2021.91485.1357

Abstract

The current research aims at identifying the effectiveness of 4E X 2 model in teaching science in developing each of: cognitive achievement, generative and evaluative thinking skills. The sample of the research includes eighty – four students in preparatory first grades from "El-Moasaa preparatory School" (Aswan – Egypt). Students are divided into two groups; experimental group (n=43) and controlled group (n=41) students. The researcher uses the descriptive methodology in preparing the theoretical framework for the research and preparing the tools of the study (cognitive achievement test, generative thinking skills test and evaluative thinking skills test), and analyzing and discussing of the results the method is also used. The experimental methodology is used in the field part which represented in the two homogeneous groups' experimental design. The results showed the effectiveness of 4EX2 model in teaching science for: cognitive achievement, generative thinking skills, and evaluative thinking skills, in the light of this results the researcher recommended the necessity of training service teachers on 4EX2 model and encourage them to formulate their lessons according to this model by holding training courses for them, emphasizing the curriculum planners and developers of the necessity to provide appropriate scientific content, and the availability of multiple and varied activities and experiments to ensure developing generative and evaluative thinking skills for students through different stages of education.

Keywords

Main Subjects

Curriculum and methods of teaching

References

- Buckley, J., Archibald, J., Hargraves, M., & Trochim, W. (2015). Defining and teaching evaluative thinking: Insights from research on critical thinking. American Journal of Evaluation, 36(3), 375-388.

- Bushe, G. (2013). Generative Process, Generative Outcome: The Transformational Potential of Appreciative Inquiry. Advances in Appreciative Inquiry, 22(1), 89-113.

- Costa, A. (2000). "Describing the Habits of Mind". In A. Costa, & B. Kallick, Habits of Mind: Discovering and Exploring. Alexandria, VA: Association for Supervision and Curriculum Development.

- Davey, C. (2012). The Socratic Classroom Reflective Thinking Through Collaborative Thinking. A W Rotterdam: The Netherlands: Sense Publishers.

- Deniz, H., & Kerson, V. (2013). Examining the impact of a professional development program on elementary teachers'view of natural of science and natural of science inquiry and science teaching efficacy beliefs. Electronic Journal of Science Education, 17(3), 1087-3430.

- Donovan, S., & Bransford, J. (2005). How students learn: History, mathematics, and science in the classroom. Washington, DC: National Academies Press.

- Duncan, R., & Ann, K. (2010). Designing Project - Based Instruction to Foster Generative and Mechanistic Understandings in Genetics. Science Education, 95(1), 21-56.

- Gibson, C., & Mumford, M. (2013). Evaluation, criticism, and creativity: Criticism content and effects on creative problem solving. Psy. of Aesthetics, Creativity, and the Arts, 7(4), 314-315.

- Lynn, D., & Douglas, P. (2010). What teachers' see a creative incidents in elementary science lessons. International Journal of Science Education, 32(15), 1989-2005.

- Marshall, J., Horton, B., & Smart, J. (2009). 4EX2 Instructional Model: Uniting three learning constructs to improve praxis in science and mathematics classrooms. Journal of Science Teacher Education, 20(6), 501-516.

- Miri, B., David, B., & Zoller, U. (2007). Purposely Teaching for the promotion of Higher-Order Thinking Skills: Acase of Critical Thinking. Research in Science Education, 37(4), 353-369.

- Nahum, T., Ben-Chaim, D., Azaiza, I., Herskovitz, O., & Zoller, U. (2010). Dos STES- oriented science education promote 10th-grade students' decision-making capability? International Journal of Science Education, 32(10), 1315-1336.

- Politis, J., & Houttz, J. (2015). Effects of Positive Mood on Generative and Evaluative Thinking in Creative Problem Solving. SAGE, 5(2), 1-8.

- Sohmen, V. (2015). Reflections on creative leadership. International Journal of Global Busuness, 8(1), 1-14.

- Solaz-Portoles, J., & Lopez, V. (2007). Representations in problem solving in science: Directions for practice. Asia-Pacific Forum on Science Learning and Teaching, 8(2), 1-21.

- Zoler, U. (2011). From Teaching-to-know-to-Learning-to-Think for Sustainability: What Should it Take? And How to Do it? Journal of Modern Education Review, 1, 34-40.

- Zoller, U. (2015). Research - Based Transformative Science/STEM/STES/STESP Education for "Sustainability Thinking": From Teaching to "Know" to Learning to "Think". Sustainability, 7, 4474-4491.