Effectiveness of Teaching a Developed Course for Chemistry Basics in the Light of CASE Model in Improving Creative Thinking and Critical Thinking for Students at faculty of Education – Sana’a University
Effectiveness of Teaching a Developed Course for Chemistry Basics in the Light of CASE Model in Improving Creative Thinking and Critical Thinking for Students at faculty of Education – Sana’a University
Submitted by: Khalid Ali Mohammed Shania
Supervised by: Prof. Amati Al-Kareem Taha Abo Zaid
Abstract
The current study aimed at investigating the effectiveness of teaching a developed course for Chemistry Basics in the light of CASE Model in improving Creative thinking and Critical thinking for students at faculty of Education – Sana’a University. It also
aimed at exploring any correlational relationship between Creative thinking and Critical thinking at the study sample in the post application. For achieving the study objectives, one group quasi-experimental design and pre-post application of the study tools. The
study sample group included (15) female students representing the whole number registered in level two in the Field Teacher program, Department of Basic Education for the academic year (2021 – 2022). The developed course was applied in the light of
CASE model during the first term of the academic year (2021 – 2022). The study tool consisted of Torrance Test for Creative Thinking, Verbal Image (A) with its three skills (fluency, flexibility, originality), and California Test for Critical Thinking (2000
Model) with its five skills (analysis, induction, deduction, inference, evaluation) after adapting them to match the Yemeni environment and confirming their validity and reliability. Then, they were pre-post applied on the study group. After correcting the
answers of the sample, coding the data and analyzing them through suitable statistical treatments using the Statistical Package for Social Sciences Program (SPSS), the study reached at the following results:
– There were statistically significant differences between the means of the study group’s scores in the pre-application and post application for the Creative thinking skills as a whole, and in each of its three skills (fluency, flexibility, originality) separately in favor
of the post application. This indicates the effectiveness of CASE Model used in teaching to improve the targeted skills.
– There were statistically significant differences between the means of the study group’s scores of the female students in both pre and post applications for the critical thinking skills as a whole, and in each of its five skills (analysis, induction, deduction, inference,
evaluation) separately in favor of the post application which indicates the effectiveness of CASE Model used in teaching to improve the targeted skills.
– There was a large size of effect in teaching using CASE Model in the variable of Creative thinking as a whole and its targeted skills in the study separately. The largest size of the effect was for the variable of Creative thinking as a whole. Regarding each
skill, the effect size in the first rank was for the fluency skill followed by originality and finally for the flexibility skill.
– There was a large size of effect in teaching using CASE Model in the variable of Critical thinking as a whole and its targeted skills in the study separately. The largest size of the effect was for the variable of critical thinking as a whole. Regarding each
skill, the effect size in the first rank was for the deduction skill followed by analysis,
thirdly induction, fourthly, evaluation and finally the inference skill.
– There was a positive correlation relationship between the Creative thinking and
critical thinking in the post application on the study group.
According to the above results, the study introduced several recommendations and
suggestions.