The Effectiveness of Teaching Science Using the React Strategy in Developing Conceptual Understanding and Environmental Citizenship among Middle School Female Students 10.35781/1637-000-168-005

Abstract

Abstract The study aimed to identify the effectiveness of teaching science using the REACT strategy in developing conceptual understanding and. environmental citizenship among middle school female students. To achieve this objective, the experimental method with a quasi-experimental design was used. The following materials and instruments were utilized: the teacher's guide, the student's notebook, the deep understanding test, and the habits of mind scale. The study was applied to a random sample consisted of (60) second-year middle school female students, divided into two groups: (30) students in the experimental group and (30) students in the control group, during the third semester of the academic year 1445 AH. The study results indicated that there we’re statistically significant differences at the significance level (0.05) between the mean scores of the students in the experimental and control groups in the post-application of the conceptual understanding test in favor of the experimental group were statistically significant differences at the significance level (0.05) between the mean scores of the students in the experimental and control groups in the post-application of the environmental citizenship scale in favor of the experimental group. Considering these results, a recommendation was made to use the REACT strategy in teaching to achieve the goals of science teaching. Keywords: Science teaching strategies, REACT, Conceptual understanding, Environmental citizenship.