International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

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 Volume 8, Issue 10 (October 2021), Pages: 85-92

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 Original Research Paper

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

 Author(s): Mohammed Taher Mohammed Khawaji 1, *, Asmaa Al Moner Asseri 2

 Affiliation(s):

 1Curriculum and Science Education department, Sabya Education Administration, Sabya, Saudi Arabia
 2Department of Curriculum and Teaching Methods, Education College, Taibah University, Medina, Saudi Arabia

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 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0002-2545-6333

 Digital Object Identifier: 

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

 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. 

 © 2021 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords: Next-generation science standards, Conceptual understanding, Higher-thinking skills

 Article History: Received 8 May 2021, Received in revised form 21 July 2021, Accepted 1 August 2021

 Acknowledgment 

No Acknowledgment.

 Compliance with ethical standards

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Khawaji MTM and Asseri AAM (2021). The impact of perception of middle school curricula according to the next generation of science standards on conceptual comprehension and thinking skills. International Journal of Advanced and Applied Sciences, 8(10): 85-92

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 Tables

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