The impact of perception of middle school curricula according to the next generation of science standards on conceptual comprehension and thinking skills

Mohammed Taher Mohammed Khawaji,Asmaa Al Moner Asseri

doi:10.21833/ijaas.2021.10.010

Mohammed Taher Mohammed Khawaji, Asmaa Al Moner Asseri

Open Access

https://doi.org/10.21833/ijaas.2021.10.010

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Abstract

There is an urgent need to update the science curricula content in light of the Next Generation Science Standards (NGSS). The purpose of this research is to present a proposal of the science curricula content in light of the NGSS. Secondly, the effect of NGSS on conceptual understanding and higher-thinking skills among first-year intermediate students is also analyzed. This work is unique as no research is conducted on the topic as per the best of our knowledge. Hence, the research may motivate further studies on the topic. The semi-experimental method was used to know the impact of teaching science in conceptual understanding and higher thinking skills. The sample consisted of 62 students divided into two groups. The control group was led the “nature of material” unit in the first-year intermediate book, issued by the Ministry of Education in 1438 AH. A list of science tools was prepared for analyzing the content of science curricula in light of Next-Generation Science Standards (NGSS). Two tests were prepared, a conceptual understanding test and a higher thinking skills test. The research revealed different results: the availability degree of science for the next-generation science standards curricula in the intermediate stage was low. The developed unit’s size effect in light of these standards on conceptual understanding and higher-thinking skills among the research sample was high with a value of 0.89-0.91.

Highlights

There is an urgent need to update the science curricula content in light of the Generation Science Standards (NGSS)
Regarding the values of the independent variable effect on the development of higher thinking skills, the values are high (0.59, 0.69, 0.60, 0.72, 0.68, and 0.91) for higher thinking skills. It means that 59%, 69%, 60%, 72%, 68% of the variation in the five skills, respectively, and 91% of the variation in the level of higher thinking skills as a whole is due to the independent variable
The third question of the research questions is answered that there is excellent effectiveness for the applied proposal unit of the science curricula content according to the generation in developing higher thinking skills among first intermediate grade students

Summary

Introduction

There is an urgent need to update the science curricula content in light of the Generation Science Standards (NGSS). The developed unit’s size effect in light of these standards on conceptual understanding and higher-thinking skills among the research sample was high with a value of 0.89-0.91. Practical skills that qualify him to live in the twentyfirst century (Al-Rabeeh, 2016; Asiri, 2018; Al-Qarni, 2016; Fishman et al, 2003) It raises the level of conceptual understanding among students. The results of many studies have indicated the need to develop science curricula at all educational levels in light of the Next-Generation Science Standards, work on learners’ acquisition of higher-thinking skills, and develop their understanding (Abdul Karim, 2017; Al-Subaie, 2018). A decline in higher-order thinking skills is reported (AlShehri, 2014; Asiri, 2018; Al-Qarni, 2018)

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