The Effectiveness of an Enrichment Program Based on formative Assessment in the Development of Habits of Mind among Primary School Students

Document Type : Original research article

Authors

1 PhD Researcher - Department of Curricula and Methods of Teaching Science - Faculty of Girls - Ain Shams University

2 Professor of Curricula and Methods of Teaching Science - Faculty of women - Ain Shams University

3 Assistant Professor of Curricula and Methods of Teaching Science - Faculty of women - Ain Shams University

Abstract

The current research aims to develop habits of mind among primary school students by preparing an enrichment program based on formative assessment. To achieve the goal, this program was prepared, and based on it, a student activity booklet and a teacher’s guide were prepared for teaching the units “Components of the Atmosphere” and “Structure and Function in living organisms”, which were formulated according to this enrichment program. Measurement tool were also prepared, which included a scale of habits of mind, which was limited to this habits: (Questioning and posing problems- Thinking interdependently- Remaining open to continuous learning- Thinking and communicating with clarity and precision- Applying past knowledge). The research followed the descriptive-analytical approach and the experimental approach with its quasi-experimental design. The research group consisted of (80) male and female students in the sixth grade of primary school, divided into an experimental group that studied the enrichment program based on formative assessment and a control group that studied using the usual method. The research results indicated the effectiveness of the enrichment program based on formative assessment in developing habits of mind among sixth-grade primary school students, and in light of these results, the research recommended the need to develop science curricula according to formative assessment strategies and methods, as well as conducting training courses for science teachers to train them on applying these strategies and methods until they reach the point of being able to apply them in the classroom to continuously guide pupils' learning.

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