The impact of the Barman model on metacognitive thinking among students of the Department of Science - College of Basic Education in the visual subject

Abstract

Abstract

The aim of the current research is to identify the impact of the Barman model on metacognitive thinking among students of the Department of Science - College of Basic Education in the visual subject. The researcher adopted the experimental design with partial control for the experimental and control groups in Metacognitive Thinking Scale. The research community was limited to all students of the second stage / Department of Science / Physics Branch / of the faculties of basic education in Iraq for the academic year (2020-2021), and the sample of the current research was chosen randomly, and the number of its members was (45) male and female students, and by (22) male and female students who studied according to the Barman model (the experimental group), and by (23) male and female students who studied according to the usual method (the control group). The experimental and control groups were equalized in the variables (intelligence, pre-visual information, and previous, Metacognitive Thinking Scale ). After defining the scientific material for the practical visual subject, the researcher formulated behavioral objectives, and their number was (142) behavioral objectives. As for the research tools, the researcher used the Metacognitive Thinking Scale, which in its final form consists of (47) paragraphs, and it was presented to a group of arbitrators and experts to determine its validity and suitability for students of the second stage. The experiment started on Tuesday, May 25, 2021, on the two research groups (experimental and control), and the experiment ended on Tuesday, July 25, 2021, meaning that it took a full semester (9 weeks) and one lecture per week for each of the experimental and control groups. The researcher adopted the Statistical Package Program (SPSS) to process the research data and information, and in light of this, the results of the existence of a statistically significant difference in favor of the experimental group appeared in Metacognitive Thinking Scale