DEVELOPING THE SCIENCE CURRICULUM IN THE PREPARATORY STAGE IN LIGHT OF KEELER STRATEGY AND ITS EFFECTIVENESS IN DEVELOPING GREEN ENERGY CONCEPTS AND METACOGNITION THINKING SKILLS | ||||
| Journal of Environmental Science | ||||
| Volume 54, Issue 6, June 2025, Page 1506-1532 PDF (832.51 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/jes.2025.346926.1949 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
Olfat E. Metwaly  1; Osama J. Ahmed* 2; Safya A. Mohamed* 1
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| 1Faculty of Environmental Studies and Research, Ain Shams University | ||||
| 2Faculty of Education, Ain Shams University. | ||||
| Abstract | ||||
| Developing the Science Curriculum in the Preparatory Stage in Light of Keeler Strategy and Its Effectiveness in Developing Green Energy Concepts and Metacognition Thinking Skills” The research aimed to developing Green Energy Concepts and Metacognition Thinking Skills” thinking skills and self-regulation skills among Preparatory Stage Students using the Keeler strategy. To achieve this goal, the previous literature was reviewed to determine higher-order thinking skills suitable for middle school students, and self-regulation skills for learning suitable for middle school students. A unit (universe and solar system) were prepared in the light of the keeler strategy. A teacher's guide and worksheets were prepared in the classroom. A test of Green Energy Concepts and Metacognition Thinking Skills” for learning were prepared. To verify the effectiveness of the strategy, a group of first-grade middle school students was selected and divided into two groups, one of which was experimental (30) students who studied the unit with the proposed strategy. The other is a female control (30) students who studied the unit in the traditional way, and the research tools were applied before and after studying the unit, and the results showed that there were statistically significant differences between the mean scores of the students of the experimental and control groups in the post application of the research tools in favor of the experimental group, which indicates the positive effect of the Keeler strategy In developing Green Energy Concepts and Metacognition Thinking Skills” The research recommended directing the attention of science teachers at different stages towards the use of context-based learning strategies, including theKeeler strategy in teaching science, and paying attention to developing Metacognition Thinking Skills among students and creating an appropriate classroom environment for that. | ||||
| Keywords | ||||
| Keeler Strategy; Energy Concepts; Metacognition Thinking Skills | ||||
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