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RESEARCH PAPER
Effect of scaffolding strategies and guided discovery on higher-order thinking skills in physics education
1
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, MALAYSIA
2
Riyadh Technical College, Technical and Vocational Training Corporation, Riyadh, SAUDI ARABIA
Online publication date: 2024-08-19
Publication date: 2024-09-01
EURASIA J. Math., Sci Tech. Ed 2024;20(9):em2496
KEYWORDS
ABSTRACT
Embedding higher-order thinking within science education, particularly in teaching physics, can
equip students to learn physics at a deeper level and to become active learners who can analyze
and solve problems independently. The present research aimed to assess the effectiveness of
scaffolding strategies along with a guided discovery approach on students’ higher-order thinking
skills (HOTS) at technical colleges in Saudi Arabia. The study employed a quasi-experimental
design to involve 104 students enrolled in the physics 101 course in two groups: an experimental
group (EG) (n = 54), which experienced scaffolding strategies and guided discovery approach
during the instruction, and a control group (CG) (n = 54), which received the instruction through
conventional teaching methods. All participants took a pre- and post-test consisting of a HOTS
test. Data analysis using inferential statistics revealed significant differences in the test scores
between CG and EG. The results indicated that students in the EG performed better on the HOTS
test in comparison to the students in the CG. Based on these results, it is concluded that the
scaffolding strategies and guided discovery have a positive effect on students’ HOTS. The study’s
findings have significant implications for enhancing science instruction, particularly teaching of
physics in Saudi technical and vocational colleges.
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