The Effectiveness of Using the Educational Scaffolding Model in Teaching Chemistry on the Development of Critical Thinking among 9th Grade Students
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| Title: | The Effectiveness of Using the Educational Scaffolding Model in Teaching Chemistry on the Development of Critical Thinking among 9th Grade Students |
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| Language: | English |
| Authors: | Ahmad Tawalbeh (ORCID |
| Source: | Educational Process: International Journal. Article e2026026 2026 21. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 9 High Schools Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Scaffolding (Teaching Technique), Instructional Effectiveness, Chemistry, Science Instruction, Critical Thinking, Grade 9, Secondary School Students, Teaching Methods, Foreign Countries, Thinking Skills |
| Geographic Terms: | Jordan |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: The study aimed to investigate the effectiveness of using the educational scaffolding model in teaching chemistry on the development of critical thinking among 9th-grade students. Since the traditional teaching method in chemistry may hinder students' ability to apply scientific concepts in various situations, thereby affecting the development of their critical thinking, this research aims to develop critical thinking among ninth-grade students by teaching chemistry using educational scaffolding. Materials/methods: This study adopted the experimental approach with a quasi-experimental design. The sample was randomly selected and comprised 50 male and female students, evenly distributed across two groups from Osarah Secondary School and Baoun Secondary School, both affiliated with the Directorate of Education in Ajloun Governorate. The study included one tool, which is a critical thinking skills test. Results: Results indicated that the experimental group using an educational scaffolding model significantly outperformed the control group in critical thinking skills tests. Statistically significant improvements were observed in overall scores and in specific sub-skills: deduction, interpretation, and evaluation, while prediction showed the least improvement. These findings confirm the effectiveness of the scaffolding model in enhancing students' critical thinking abilities. Conclusion: The study revealed notable variations in critical thinking skills, with the experimental group benefiting significantly from a supportive, interactive learning environment. The educational scaffolding model, used in teaching Metal reactivity, focuses on higher-order thinking skills. The study recommends incorporating this model into the curriculum, redesigning teaching plans, and preparing specialized training programs. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500424 |
| Database: | ERIC |
| Abstract: | Background/purpose: The study aimed to investigate the effectiveness of using the educational scaffolding model in teaching chemistry on the development of critical thinking among 9th-grade students. Since the traditional teaching method in chemistry may hinder students' ability to apply scientific concepts in various situations, thereby affecting the development of their critical thinking, this research aims to develop critical thinking among ninth-grade students by teaching chemistry using educational scaffolding. Materials/methods: This study adopted the experimental approach with a quasi-experimental design. The sample was randomly selected and comprised 50 male and female students, evenly distributed across two groups from Osarah Secondary School and Baoun Secondary School, both affiliated with the Directorate of Education in Ajloun Governorate. The study included one tool, which is a critical thinking skills test. Results: Results indicated that the experimental group using an educational scaffolding model significantly outperformed the control group in critical thinking skills tests. Statistically significant improvements were observed in overall scores and in specific sub-skills: deduction, interpretation, and evaluation, while prediction showed the least improvement. These findings confirm the effectiveness of the scaffolding model in enhancing students' critical thinking abilities. Conclusion: The study revealed notable variations in critical thinking skills, with the experimental group benefiting significantly from a supportive, interactive learning environment. The educational scaffolding model, used in teaching Metal reactivity, focuses on higher-order thinking skills. The study recommends incorporating this model into the curriculum, redesigning teaching plans, and preparing specialized training programs. |
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| ISSN: | 2147-0901 2564-8020 |
