effect of the "Masterminds" and "Thinking Hand" strategies on acquiring physical concepts and reflective thinking among fourth-grade science female students

Abstract

This research aims to identify the effect of the "Masterminds" and "Thinking Hand" strategies on acquiring physical concepts and reflective thinking among fourth-grade science female students. To achieve the research objective, the researcher selected the experimental research methodology and the quasi-experimental design with partial control for three groups (two experimental groups and one control group). Therefore, the researcher randomly selected (Bid'at Al-Rasool High School for Girls) to conduct the research. This school includes five sections for the fourth-grade science class, namely (A, B, C, D, and E). Using the same method, the researcher chose section (C) to represent the first experimental group, which studied physics using the "Masterminds" strategy and included (38) students. Section (A) was selected to represent the second experimental group, which studied physics using the "Thinking Hand" strategy and included (36) students. Meanwhile, the control group was represented by section (D), which studied the same subject using the traditional method and included (37) students.                                                                                                                                                                                 
​The researcher statistically equalized the students of the research groups in the following variables: (chronological age calculated in months, prior knowledge test, Dunlap intelligence test scores, and pre-reflective thinking test scores). The researcher identified the main and sub-concepts for the topics of the scientific material, which consisted of the Physics course topics for the second semester from the textbook for the Fourth Scientific Grade for the academic year (2023–2024). In light of these concepts, the researcher formulated the behavioral objectives."

. The researcher also formulated the behavioral objectives and prepared the instructional plans for them. Furthermore, the researcher developed a test for acquiring physical concepts, consisting of (60) multiple-choice items, and verified its validity and reliability. She also developed a reflective thinking test consisting of (40) questions, divided into (24) multiple-choice questions and (16) essay items, and verified its validity and reliability as well.The results of this research revealed that the two experimental groups outperformed the control group in both the physical concepts acquisition test and the reflective thinking test.