The Effectiveness of a Suggested Unit based on some Scientific Issues in Developing Scientific Debate Skills and Ethical Thinking in Science Curriculum among Middle School Female Student 10.35781/1637-000-151-005

Abstract

The study aimed to measure the effectiveness of a proposed instructional unit based on selected scientific issues in developing scientific argumentation and ethical thinking among middle school female students. The study adopted a quasi-experimental design using a one-group pretest–posttest approach. The researcher developed a proposed unit incorporating selected scientific issues, along with a scientific argumentation test and an ethical thinking scale. A purposive experimental group consisting of (30) middle school female students in Tabuk was selected, and the research instruments were administered to the participants before and after the implementation of the unit. The results revealed a statistically significant difference at the significance level (α ≤ 0.05) between the mean scores of the students in the pre- and post-applications of both the scientific argumentation test and the ethical thinking scale in favor of the post-application. These findings indicate the effectiveness of the proposed unit in developing scientific argumentation and ethical thinking among middle school female students. Keywords: Scientific Issues – Scientific Argumentation – Ethical Thinking