الفهرس 
الإطار العام لمشكلة البحث وأهميتهيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Introduction
we live in the era that characterized by tremendous development in information, expertise, scientific and technological progress in various fields, what so called the era of knowledge explosion, so the higher objective of education in the twenty-first century is to develop thinking in all forms for each individual, hence the role of the educational institution in preparing individuals capable of solving unexpected problems, and have the ability to think of multiple alternatives to a variety of renewable attitudes, then thinking should be the main goal of educational institutions, provide the student with the tools he needs to be able to interact effectively with any form of information or variables that the future brings.
As science teaching is concerned with the learner’s integrated growth in all aspects of cognitive, skill and emotional fields, so the main task of teaching science is to teach learners how to think, and give them the opportunity to develop their abilities as much as possible, in addition to express their ideas. The scientific argument has an active role, which should be concerned with the development of teaching processes for all subjects, so as to prepare a citizen capable of learning for life.
Integration into the scientific argument is one of the main goals of scientific pedagogy. It helps pupils in understanding the causes, discussing claims and extracting evidence from data. Moreover, the integration of students in controversial practices is essential for achieving scientific enlightenment, In addition to help students in science to acquire scientific knowledge, and build it through criticism and discussion, and so we can conclude that participation in scientific arguments increases understanding of the social nature of scientific knowledge.
The science curriculum is one of the most important courses that provide intermediate school students with different experiences, knowledge and skills that contribute to their mental development and make them able to think well. Therefore, many studies aimed at developing the scientific thinking of students through the use of different teaching strategies. Through the review of many of the literature in the field of teaching, we find this theory proved its effectiveness in education through the development of different thinking skills.
Through the work of the researcher at the ministry of education in Kuwait, the researcher noted a clear weakness in the scientific vision in the teaching of science related to the importance of argumentation skills and its epistemological approaches, she also noted the low degree of awareness concerning the effectiveness of science curricula in developing the dimensions of scientific argument.
Because of the weakness in the skills of scientific argumentation as well as in the cognitive achievement of intermediate school students in the science course, the researcher sought to address this problem by answering the following key question:
What is the effectiveness of a proposed program in science based on the theory of ”TRIZ” to develop the scientific debate and cognitive achievement among students of the intermediate stage in Kuwait?
Several questions derived from this main question:
1. What are the appropriate principles on which ”TRIZ” theory is based intermediate stage students?
2. What scientific debate skills can be developed for intermediate stage students?
3. What is the general framework of the proposed program based on the theory of ”TRIZ” for the development of scientific debate and cognitive achievement in the science of students in the intermediate stage students in Kuwait?
4. What is the effectiveness of the proposed program based on the theory of ”TRIZ” in the development of scientific debate in the science of students in the intermediate stage in Kuwait?
5. What is the effectiveness of the proposed program based on the theory of ”TRIZ” in the development of cognitive achievement in science for intermediate stage students in Kuwait?
PURPOSES:
The current research aims to achieve the following:
1. To identify the principles and concepts underlying the theory of ”TRIZ”.
2. To designing a program based on the theory of ”TRIZ” for the development of scientific debate and knowledge achievement in science for intermediate school students in the State of Kuwait.
3. To reveal the effectiveness of the proposed program based on the theory of ”TRIZ” in the development of scientific argumentation and cognitive achievement in science for intermediate school students in the State of Kuwait.
RESEARCH LIMITS:
The current research specifies the following limits:
Objective limit
• A program based on the principles of ”TRIZ” in the development of scientific argumentation and cognitive achievement.
• A unit of the proposed program and its application.
• Skills of scientific argumentation (claim - interpretation - justification)
• Twenty principles of the theory of ”TRIZ”.
• Cognitive achievement in science at the levels (remembering - understanding - application)
Human and spatial limit
The study was applied to a group of sixth grade pupils at ”Umm Hisham Bint Al-Haritha” Intermediate School for Girls in Al-Jahra Educational governorate.
Time limit:
The research was conducted in the first semester of the academic year 2018 – 2019.
METHODOLOGY AND EXPERIMENTAL DESIGN
The present study aims to reveal the impact of a program based on the theory of ”TRIZ” on the development of scientific argumentation and cognitive achievement in science among intermediate school students in Kuwait. Therefore, the researcher relied on the experimental method and the quasi-experimental design because it fits with the nature of the study which investigates the effectiveness of a proposed program in science based on the theory of ”TRIZ” and its effectiveness on the development of scientific argumentation and cognitive achievement in intermediate school students in Kuwait.
Accordingly, the researcher has been chosen two groups:
1. First: Experimental group: This group subjected to the program designed and proposed
2. Second: the control group: a group that learns the same experiences in the traditional way of the teacher.
Tools
RESEARCH TOOLS:
The researcher used the following tools:
• The Scientific Argument Skills Scale (developed from the Ray and Sandoval, 2012).
• Cognitive achievement test (prepared by the researcher).
RESEARCH HYPOTHESES
This research was based on the following hypotheses:
1. There are statistically significant differences between the average scores of students in the experimental and control groups on the scale of scientific argumentation after applying the program for the benefit of the experimental group students.
2. There are statistically significant differences between the average scores of students in the experimental and control groups on the scale of scientific argumentation before and after the application of the program for the benefit of the post measurement.
3. There are statistically significant differences between the average scores of students in the experimental and control groups on the scale of scientific argumentation before and after the application of the program for the benefit of the post and tracking measurements.
4. There are statistically significant differences between the average scores of students in the experimental and control groups on the cognitive achievement test after applying the program for the benefit of the experimental group students.
5. There are statistically significant differences between the average scores of students in the experimental and control groups on the cognitive achievement test before and after applying the program for the benefit of the post measurement.
6. There are statistically significant differences between the average scores of students in the experimental and control groups on the test of cognitive achievement before and after the application of the program for the benefit of the post and tracking measurements.
RESEARCH IMPORTANCE:
The present study has two aspects of importance.
Theoretical importance:
1. This research is the first of its type in the State of Kuwait, which relates to the scientific argumentation and its role of in increasing the cognitive achievement among students through relying on the evaluation of scientific claims and justification by providing evidence based on scientific data in order to persuade or refute, and so it provides an opportunity for students to have an active, positive and effective role in the educational process.
2. This research represents a response to researches and conferences calling for the preparation of special programs for outstanding students in all educational levels.
3. The research represents an attempt to introduce ”TRIZ” theory to solve problems in a creative way in a way that enables understanding the idea, philosophy, tools and methods of the theory.
4. The research represents a serious attempt to find the relationship between ”TRIZ” theory, scientific argumentation and cognitive achievement.
The practical aspect is summarized as follows:
To provide the Kuwaiti ministry of education with a proposed program in science based on the ”TRIZ” theory for the development of scientific argumentation and cognitive achievement among intermediate school students in the State of Kuwait. So, planners will benefit in formulating a curriculum in science suitable for students, based
Introduction
we live in the era that characterized by tremendous development in information, expertise, scientific and technological progress in various fields, what so called the era of knowledge explosion, so the higher objective of education in the twenty-first century is to develop thinking in all forms for each individual, hence the role of the educational institution in preparing individuals capable of solving unexpected problems, and have the ability to think of multiple alternatives to a variety of renewable attitudes, then thinking should be the main goal of educational institutions, provide the student with the tools he needs to be able to interact effectively with any form of information or variables that the future brings.
As science teaching is concerned with the learner’s integrated growth in all aspects of cognitive, skill and emotional fields, so the main task of teaching science is to teach learners how to think, and give them the opportunity to develop their abilities as much as possible, in addition to express their ideas. The scientific argument has an active role, which should be concerned with the development of teaching processes for all subjects, so as to prepare a citizen capable of learning for life.
Integration into the scientific argument is one of the main goals of scientific pedagogy. It helps pupils in understanding the causes, discussing claims and extracting evidence from data. Moreover, the integration of students in controversial practices is essential for achieving scientific enlightenment, In addition to help students in science to acquire scientific knowledge, and build it through criticism and discussion, and so we can conclude that participation in scientific arguments increases understanding of the social nature of scientific knowledge.
The science curriculum is one of the most important courses that provide intermediate school students with different experiences, knowledge and skills that contribute to their mental development and make them able to think well. Therefore, many studies aimed at developing the scientific thinking of students through the use of different teaching strategies. Through the review of many of the literature in the field of teaching, we find this theory proved its effectiveness in education through the development of different thinking skills.
Through the work of the researcher at the ministry of education in Kuwait, the researcher noted a clear weakness in the scientific vision in the teaching of science related to the importance of argumentation skills and its epistemological approaches, she also noted the low degree of awareness concerning the effectiveness of science curricula in developing the dimensions of scientific argument.
Because of the weakness in the skills of scientific argumentation as well as in the cognitive achievement of intermediate school students in the science course, the researcher sought to address this problem by answering the following key question:
What is the effectiveness of a proposed program in science based on the theory of ”TRIZ” to develop the scientific debate and cognitive achievement among students of the intermediate stage in Kuwait?
Several questions derived from this main question:
1. What are the appropriate principles on which ”TRIZ” theory is based intermediate stage students?
2. What scientific debate skills can be developed for intermediate stage students?
3. What is the general framework of the proposed program based on the theory of ”TRIZ” for the development of scientific debate and cognitive achievement in the science of students in the intermediate stage students in Kuwait?
4. What is the effectiveness of the proposed program based on the theory of ”TRIZ” in the development of scientific debate in the science of students in the intermediate stage in Kuwait?
5. What is the effectiveness of the proposed program based on the theory of ”TRIZ” in the development of cognitive achievement in science for intermediate stage students in Kuwait?
PURPOSES:
The current research aims to achieve the following:
1. To identify the principles and concepts underlying the theory of ”TRIZ”.
2. To designing a program based on the theory of ”TRIZ” for the development of scientific debate and knowledge achievement in science for intermediate school students in the State of Kuwait.
3. To reveal the effectiveness of the proposed program based on the theory of ”TRIZ” in the development of scientific argumentation and cognitive achievement in science for intermediate school students in the State of Kuwait.
RESEARCH LIMITS:
The current research specifies the following limits:
Objective limit
• A program based on the principles of ”TRIZ” in the development of scientific argumentation and cognitive achievement.
• A unit of the proposed program and its application.
• Skills of scientific argumentation (claim - interpretation - justification)
• Twenty principles of the theory of ”TRIZ”.
• Cognitive achievement in science at the levels (remembering - understanding - application)
Human and spatial limit
The study was applied to a group of sixth grade pupils at ”Umm Hisham Bint Al-Haritha” Intermediate School for Girls in Al-Jahra Educational governorate.
Time limit:
The research was conducted in the first semester of the academic year 2018 – 2019.
METHODOLOGY AND EXPERIMENTAL DESIGN
The present study aims to reveal the impact of a program based on the theory of ”TRIZ” on the development of scientific argumentation and cognitive achievement in science among intermediate school students in Kuwait. Therefore, the researcher relied on the experimental method and the quasi-experimental design because it fits with the nature of the study which investigates the effectiveness of a proposed program in science based on the theory of ”TRIZ” and its effectiveness on the development of scientific argumentation and cognitive achievement in intermediate school students in Kuwait.
Accordingly, the researcher has been chosen two groups:
1. First: Experimental group: This group subjected to the program designed and proposed
2. Second: the control group: a group that learns the same experiences in the traditional way of the teacher.
Tools
RESEARCH TOOLS:
The researcher used the following tools:
• The Scientific Argument Skills Scale (developed from the Ray and Sandoval, 2012).
• Cognitive achievement test (prepared by the researcher).
RESEARCH HYPOTHESES
This research was based on the following hypotheses:
1. There are statistically significant differences between the average scores of students in the experimental and control groups on the scale of scientific argumentation after applying the program for the benefit of the experimental group students.
2. There are statistically significant differences between the average scores of students in the experimental and control groups on the scale of scientific argumentation before and after the application of the program for the benefit of the post measurement.
3. There are statistically significant differences between the average scores of students in the experimental and control groups on the scale of scientific argumentation before and after the application of the program for the benefit of the post and tracking measurements.
4. There are statistically significant differences between the average scores of students in the experimental and control groups on the cognitive achievement test after applying the program for the benefit of the experimental group students.
5. There are statistically significant differences between the average scores of students in the experimental and control groups on the cognitive achievement test before and after applying the program for the benefit of the post measurement.
6. There are statistically significant differences between the average scores of students in the experimental and control groups on the test of cognitive achievement before and after the application of the program for the benefit of the post and tracking measurements.
RESEARCH IMPORTANCE:
The present study has two aspects of importance.
Theoretical importance:
1. This research is the first of its type in the State of Kuwait, which relates to the scientific argumentation and its role of in increasing the cognitive achievement among students through relying on the evaluation of scientific claims and justification by providing evidence based on scientific data in order to persuade or refute, and so it provides an opportunity for students to have an active, positive and effective role in the educational process.
2. This research represents a response to researches and conferences calling for the preparation of special programs for outstanding students in all educational levels.
3. The research represents an attempt to introduce ”TRIZ” theory to solve problems in a creative way in a way that enables understanding the idea, philosophy, tools and methods of the theory.
4. The research represents a serious attempt to find the relationship between ”TRIZ” theory, scientific argumentation and cognitive achievement.
The practical aspect is summarized as follows:
To provide the Kuwaiti ministry of education with a proposed program in science based on the ”TRIZ” theory for the development of scientific argumentation and cognitive achievement among intermediate school students in the State of Kuwait. So, planners will benefit in formulating a curriculum in science suitable for students, based
we live in the era that characterized by tremendous development in information, expertise, scientific and technological progress in various fields, what so called the era of knowledge explosion, so the higher objective of education in the twenty-first century is to develop thinking in all forms for each individual, hence the role of the educational institution in preparing individuals capable of solving unexpected problems, and have the ability to think of multiple alternatives to a variety of renewable attitudes, then thinking should be the main goal of educational institutions, provide the student with the tools he needs to be able to interact effectively with any form of information or variables that the future brings.
As science teaching is concerned with the learner’s integrated growth in all aspects of cognitive, skill and emotional fields, so the main task of teaching science is to teach learners how to think, and give them the opportunity to develop their abilities as much as possible, in addition to express their ideas. The scientific argument has an active role, which should be concerned with the development of teaching processes for all subjects, so as to prepare a citizen capable of learning for life.
Integration into the scientific argument is one of the main goals of scientific pedagogy. It helps pupils in understanding the causes, discussing claims and extracting evidence from data. Moreover, the integration of students in controversial practices is essential for achieving scientific enlightenment, In addition to help students in science to acquire scientific knowledge, and build it through criticism and discussion, and so we can conclude that participation in scientific arguments increases understanding of the social nature of scientific knowledge.
The science curriculum is one of the most important courses that provide intermediate school students with different experiences, knowledge and skills that contribute to their mental development and make them able to think well. Therefore, many studies aimed at developing the scientific thinking of students through the use of different teaching strategies. Through the review of many of the literature in the field of teaching, we find this theory proved its effectiveness in education through the development of different thinking skills.
Through the work of the researcher at the ministry of education in Kuwait, the researcher noted a clear weakness in the scientific vision in the teaching of science related to the importance of argumentation skills and its epistemological approaches, she also noted the low degree of awareness concerning the effectiveness of science curricula in developing the dimensions of scientific argument.
Because of the weakness in the skills of scientific argumentation as well as in the cognitive achievement of intermediate school students in the science course, the researcher sought to address this problem by answering the following key question:
What is the effectiveness of a proposed program in science based on the theory of ”TRIZ” to develop the scientific debate and cognitive achievement among students of the intermediate stage in Kuwait?
Several questions derived from this main question:
1. What are the appropriate principles on which ”TRIZ” theory is based intermediate stage students?
2. What scientific debate skills can be developed for intermediate stage students?
3. What is the general framework of the proposed program based on the theory of ”TRIZ” for the development of scientific debate and cognitive achievement in the science of students in the intermediate stage students in Kuwait?
4. What is the effectiveness of the proposed program based on the theory of ”TRIZ” in the development of scientific debate in the science of students in the intermediate stage in Kuwait?
5. What is the effectiveness of the proposed program based on the theory of ”TRIZ” in the development of cognitive achievement in science for intermediate stage students in Kuwait?
PURPOSES:
The current research aims to achieve the following:
1. To identify the principles and concepts underlying the theory of ”TRIZ”.
2. To designing a program based on the theory of ”TRIZ” for the development of scientific debate and knowledge achievement in science for intermediate school students in the State of Kuwait.
3. To reveal the effectiveness of the proposed program based on the theory of ”TRIZ” in the development of scientific argumentation and cognitive achievement in science for intermediate school students in the State of Kuwait.
RESEARCH LIMITS:
The current research specifies the following limits:
Objective limit
• A program based on the principles of ”TRIZ” in the development of scientific argumentation and cognitive achievement.
• A unit of the proposed program and its application.
• Skills of scientific argumentation (claim - interpretation - justification)
• Twenty principles of the theory of ”TRIZ”.
• Cognitive achievement in science at the levels (remembering - understanding - application)
Human and spatial limit
The study was applied to a group of sixth grade pupils at ”Umm Hisham Bint Al-Haritha” Intermediate School for Girls in Al-Jahra Educational governorate.
Time limit:
The research was conducted in the first semester of the academic year 2018 – 2019.
METHODOLOGY AND EXPERIMENTAL DESIGN
The present study aims to reveal the impact of a program based on the theory of ”TRIZ” on the development of scientific argumentation and cognitive achievement in science among intermediate school students in Kuwait. Therefore, the researcher relied on the experimental method and the quasi-experimental design because it fits with the nature of the study which investigates the effectiveness of a proposed program in science based on the theory of ”TRIZ” and its effectiveness on the development of scientific argumentation and cognitive achievement in intermediate school students in Kuwait.
Accordingly, the researcher has been chosen two groups:
1. First: Experimental group: This group subjected to the program designed and proposed
2. Second: the control group: a group that learns the same experiences in the traditional way of the teacher.
Tools
RESEARCH TOOLS:
The researcher used the following tools:
• The Scientific Argument Skills Scale (developed from the Ray and Sandoval, 2012).
• Cognitive achievement test (prepared by the researcher).
RESEARCH HYPOTHESES
This research was based on the following hypotheses:
1. There are statistically significant differences between the average scores of students in the experimental and control groups on the scale of scientific argumentation after applying the program for the benefit of the experimental group students.
2. There are statistically significant differences between the average scores of students in the experimental and control groups on the scale of scientific argumentation before and after the application of the program for the benefit of the post measurement.
3. There are statistically significant differences between the average scores of students in the experimental and control groups on the scale of scientific argumentation before and after the application of the program for the benefit of the post and tracking measurements.
4. There are statistically significant differences between the average scores of students in the experimental and control groups on the cognitive achievement test after applying the program for the benefit of the experimental group students.
5. There are statistically significant differences between the average scores of students in the experimental and control groups on the cognitive achievement test before and after applying the program for the benefit of the post measurement.
6. There are statistically significant differences between the average scores of students in the experimental and control groups on the test of cognitive achievement before and after the application of the program for the benefit of the post and tracking measurements.
RESEARCH IMPORTANCE:
The present study has two aspects of importance.
Theoretical importance:
1. This research is the first of its type in the State of Kuwait, which relates to the scientific argumentation and its role of in increasing the cognitive achievement among students through relying on the evaluation of scientific claims and justification by providing evidence based on scientific data in order to persuade or refute, and so it provides an opportunity for students to have an active, positive and effective role in the educational process.
2. This research represents a response to researches and conferences calling for the preparation of special programs for outstanding students in all educational levels.
3. The research represents an attempt to introduce ”TRIZ” theory to solve problems in a creative way in a way that enables understanding the idea, philosophy, tools and methods of the theory.
4. The research represents a serious attempt to find the relationship between ”TRIZ” theory, scientific argumentation and cognitive achievement.
The practical aspect is summarized as follows:
1. To provide the Kuwaiti ministry of education with a proposed program in science based on the ”TRIZ” theory for the development of scientific argumentation and cognitive achievement among intermediate school students in the State of Kuwait. So, planners will benefit in formulating a curriculum in science suitable for students, based on the content of the program, teaching methods, evaluation and teaching aids.
2. Provide teachers of science at the intermediate stage with a measure of argumentation skills.
3. Teacher’s Guide can be used to develop the skills of scientific argumentation and increase motivation towards learning science among students.
4. Depending on the program, intermediate-stage teachers may be provided with Exercises based on ”TRIZ” theory that designed by the researcher to enable them to implement in the classroom and use it to develop some of the skills of scientific argumentation and cognitive achievement.
RESEARCH PROCEDURES
To answer the study questions, the researcher followed the next steps:
1. Determine the principles of the program based on the theory of ”TRIZ” through:
• Review studies and researches on the theory of ”TRIZ” and its applications.
• Preparation of an initial list of the principles of ”TRIZ” for intermediate stage students and present the list to the arbitrators.
• Preparing the list in its final form and presenting it to the arbitrators.
2. Identify a list of some skills of scientific debate in which the preparation of the proposed program based on the theory of ”TRIZ” in science by:
• Identify the target of the list.
• Identify the sources of derivation of the list.
• Set the initial forms of the list.
• Adjust the initial list.
• Get the final form of the list.
3. Preparation of the general framework of the proposed program to develop the skills of scientific debate and cognitive achievement.
This was done in the scope of the following steps:
• Review literature and previous researches related to the subjects of the study.
• Studying the national standards of some contemporary scientific experiments which focused on the theory of ”TRIZ” in science and adopted it as a standard that should be included in the objectives, content and methods of evaluation.
• Studying the national standards for the content of science in the State of Kuwait.
• Study and analysis science books in the intermediate stage in the State of Kuwait.
• Determine the general framework of the program in the scope of the following procedures:
Setting the objectives of the program.
Determining the content of the program.
Identify the teaching strategies used in the program.
Determine the educational activities of the program.
Defining the evaluation methods of the program.
THE MAIN RESULTS OF THE RESEARCH
1. The effectiveness of the proposed program in science based on the theory of ”TRIZ” in the development of the skills of scientific debate (introducing claim - provide evidence - provide justification) for students in the first grade of intermediate stage.
2. The effectiveness of the proposed program in science based on the theory of ”TRIZ” in increasing the capacity of cognitive achievement in the fields of (knowledge - understanding - application) for students in the first grade of intermediate stage.
PROPOSED FUTURE RESEARCH
In the scope of the results of the current research, we may suggest the following studies:
1. The effectiveness of a strategy based on some of the principles of ”TRIZ” theory in the development of metacognition skills of intermediate school students in science.
2. The effectiveness of a strategy based on some principles of the theory of ”TRIZ” in the development of Critical thinking skills of intermediate school students in science.
3. The effectiveness of teaching the principles of ”TRIZ” in the development of the ability to solve creative problems among middle school students.
4. The effectiveness of a proposed program in the scope of ”TRIZ” theory in the development of higher-order thinking skills among intermediate school students in science.
5. The effectiveness of a training program based on the theory of ”TRIZ” in the development of creative thinking skills of students teachers in science specialization in the Faculty of Education.
we live in the era that characterized by tremendous development in information, expertise, scientific and technological progress in various fields, what so called the era of knowledge explosion, so the higher objective of education in the twenty-first century is to develop thinking in all forms for each individual, hence the role of the educational institution in preparing individuals capable of solving unexpected problems, and have the ability to think of multiple alternatives to a variety of renewable attitudes, then thinking should be the main goal of educational institutions, provide the student with the tools he needs to be able to interact effectively with any form of information or variables that the future brings.
As science teaching is concerned with the learner’s integrated growth in all aspects of cognitive, skill and emotional fields, so the main task of teaching science is to teach learners how to think, and give them the opportunity to develop their abilities as much as possible, in addition to express their ideas. The scientific argument has an active role, which should be concerned with the development of teaching processes for all subjects, so as to prepare a citizen capable of learning for life.
Integration into the scientific argument is one of the main goals of scientific pedagogy. It helps pupils in understanding the causes, discussing claims and extracting evidence from data. Moreover, the integration of students in controversial practices is essential for achieving scientific enlightenment, In addition to help students in science to acquire scientific knowledge, and build it through criticism and discussion, and so we can conclude that participation in scientific arguments increases understanding of the social nature of scientific knowledge.
The science curriculum is one of the most important courses that provide intermediate school students with different experiences, knowledge and skills that contribute to their mental development and make them able to think well. Therefore, many studies aimed at developing the scientific thinking of students through the use of different teaching strategies. Through the review of many of the literature in the field of teaching, we find this theory proved its effectiveness in education through the development of different thinking skills.
Through the work of the researcher at the ministry of education in Kuwait, the researcher noted a clear weakness in the scientific vision in the teaching of science related to the importance of argumentation skills and its epistemological approaches, she also noted the low degree of awareness concerning the effectiveness of science curricula in developing the dimensions of scientific argument.
Because of the weakness in the skills of scientific argumentation as well as in the cognitive achievement of intermediate school students in the science course, the researcher sought to address this problem by answering the following key question:
What is the effectiveness of a proposed program in science based on the theory of ”TRIZ” to develop the scientific debate and cognitive achievement among students of the intermediate stage in Kuwait?
Several questions derived from this main question:
1. What are the appropriate principles on which ”TRIZ” theory is based intermediate stage students?
2. What scientific debate skills can be developed for intermediate stage students?
3. What is the general framework of the proposed program based on the theory of ”TRIZ” for the development of scientific debate and cognitive achievement in the science of students in the intermediate stage students in Kuwait?
4. What is the effectiveness of the proposed program based on the theory of ”TRIZ” in the development of scientific debate in the science of students in the intermediate stage in Kuwait?
5. What is the effectiveness of the proposed program based on the theory of ”TRIZ” in the development of cognitive achievement in science for intermediate stage students in Kuwait?
PURPOSES:
The current research aims to achieve the following:
1. To identify the principles and concepts underlying the theory of ”TRIZ”.
2. To designing a program based on the theory of ”TRIZ” for the development of scientific debate and knowledge achievement in science for intermediate school students in the State of Kuwait.
3. To reveal the effectiveness of the proposed program based on the theory of ”TRIZ” in the development of scientific argumentation and cognitive achievement in science for intermediate school students in the State of Kuwait.
RESEARCH LIMITS:
The current research specifies the following limits:
Objective limit
• A program based on the principles of ”TRIZ” in the development of scientific argumentation and cognitive achievement.
• A unit of the proposed program and its application.
• Skills of scientific argumentation (claim - interpretation - justification)
• Twenty principles of the theory of ”TRIZ”.
• Cognitive achievement in science at the levels (remembering - understanding - application)
Human and spatial limit
The study was applied to a group of sixth grade pupils at ”Umm Hisham Bint Al-Haritha” Intermediate School for Girls in Al-Jahra Educational governorate.
Time limit:
The research was conducted in the first semester of the academic year 2018 – 2019.
METHODOLOGY AND EXPERIMENTAL DESIGN
The present study aims to reveal the impact of a program based on the theory of ”TRIZ” on the development of scientific argumentation and cognitive achievement in science among intermediate school students in Kuwait. Therefore, the researcher relied on the experimental method and the quasi-experimental design because it fits with the nature of the study which investigates the effectiveness of a proposed program in science based on the theory of ”TRIZ” and its effectiveness on the development of scientific argumentation and cognitive achievement in intermediate school students in Kuwait.
Accordingly, the researcher has been chosen two groups:
1. First: Experimental group: This group subjected to the program designed and proposed
2. Second: the control group: a group that learns the same experiences in the traditional way of the teacher.
Tools
RESEARCH TOOLS:
The researcher used the following tools:
• The Scientific Argument Skills Scale (developed from the Ray and Sandoval, 2012).
• Cognitive achievement test (prepared by the researcher).
RESEARCH HYPOTHESES
This research was based on the following hypotheses:
1. There are statistically significant differences between the average scores of students in the experimental and control groups on the scale of scientific argumentation after applying the program for the benefit of the experimental group students.
2. There are statistically significant differences between the average scores of students in the experimental and control groups on the scale of scientific argumentation before and after the application of the program for the benefit of the post measurement.
3. There are statistically significant differences between the average scores of students in the experimental and control groups on the scale of scientific argumentation before and after the application of the program for the benefit of the post and tracking measurements.
4. There are statistically significant differences between the average scores of students in the experimental and control groups on the cognitive achievement test after applying the program for the benefit of the experimental group students.
5. There are statistically significant differences between the average scores of students in the experimental and control groups on the cognitive achievement test before and after applying the program for the benefit of the post measurement.
6. There are statistically significant differences between the average scores of students in the experimental and control groups on the test of cognitive achievement before and after the application of the program for the benefit of the post and tracking measurements.
RESEARCH IMPORTANCE:
The present study has two aspects of importance.
Theoretical importance:
1. This research is the first of its type in the State of Kuwait, which relates to the scientific argumentation and its role of in increasing the cognitive achievement among students through relying on the evaluation of scientific claims and justification by providing evidence based on scientific data in order to persuade or refute, and so it provides an opportunity for students to have an active, positive and effective role in the educational process.
2. This research represents a response to researches and conferences calling for the preparation of special programs for outstanding students in all educational levels.
3. The research represents an attempt to introduce ”TRIZ” theory to solve problems in a creative way in a way that enables understanding the idea, philosophy, tools and methods of the theory.
4. The research represents a serious attempt to find the relationship between ”TRIZ” theory, scientific argumentation and cognitive achievement.
The practical aspect is summarized as follows:
1. To provide the Kuwaiti ministry of education with a proposed program in science based on the ”TRIZ” theory for the development of scientific argumentation and cognitive achievement among intermediate school students in the State of Kuwait. So, planners will benefit in formulating a curriculum in science suitable for students, based on the content of the program, teaching methods, evaluation and teaching aids.
2. Provide teachers of science at the intermediate stage with a measure of argumentation skills.
3. Teacher’s Guide can be used to develop the skills of scientific argumentation and increase motivation towards learning science among students.
4. Depending on the program, intermediate-stage teachers may be provided with Exercises based on ”TRIZ” theory that designed by the researcher to enable them to implement in the classroom and use it to develop some of the skills of scientific argumentation and cognitive achievement.
RESEARCH PROCEDURES
To answer the study questions, the researcher followed the next steps:
1. Determine the principles of the program based on the theory of ”TRIZ” through:
• Review studies and researches on the theory of ”TRIZ” and its applications.
• Preparation of an initial list of the principles of ”TRIZ” for intermediate stage students and present the list to the arbitrators.
• Preparing the list in its final form and presenting it to the arbitrators.
2. Identify a list of some skills of scientific debate in which the preparation of the proposed program based on the theory of ”TRIZ” in science by:
• Identify the target of the list.
• Identify the sources of derivation of the list.
• Set the initial forms of the list.
• Adjust the initial list.
• Get the final form of the list.
3. Preparation of the general framework of the proposed program to develop the skills of scientific debate and cognitive achievement.
This was done in the scope of the following steps:
• Review literature and previous researches related to the subjects of the study.
• Studying the national standards of some contemporary scientific experiments which focused on the theory of ”TRIZ” in science and adopted it as a standard that should be included in the objectives, content and methods of evaluation.
• Studying the national standards for the content of science in the State of Kuwait.
• Study and analysis science books in the intermediate stage in the State of Kuwait.
• Determine the general framework of the program in the scope of the following procedures:
Setting the objectives of the program.
Determining the content of the program.
Identify the teaching strategies used in the program.
Determine the educational activities of the program.
Defining the evaluation methods of the program.
THE MAIN RESULTS OF THE RESEARCH
1. The effectiveness of the proposed program in science based on the theory of ”TRIZ” in the development of the skills of scientific debate (introducing claim - provide evidence - provide justification) for students in the first grade of intermediate stage.
2. The effectiveness of the proposed program in science based on the theory of ”TRIZ” in increasing the capacity of cognitive achievement in the fields of (knowledge - understanding - application) for students in the first grade of intermediate stage.
PROPOSED FUTURE RESEARCH
In the scope of the results of the current research, we may suggest the following studies:
1. The effectiveness of a strategy based on some of the principles of ”TRIZ” theory in the development of metacognition skills of intermediate school students in science.
2. The effectiveness of a strategy based on some principles of the theory of ”TRIZ” in the development of Critical thinking skills of intermediate school students in science.
3. The effectiveness of teaching the principles of ”TRIZ” in the development of the ability to solve creative problems among middle school students.
4. The effectiveness of a proposed program in the scope of ”TRIZ” theory in the development of higher-order thinking skills among intermediate school students in science.
5. The effectiveness of a training program based on the theory of ”TRIZ” in the development of creative thinking skills of students teachers in science specialization in the Faculty of Education.
we live in the era that characterized by tremendous development in information, expertise, scientific and technological progress in various fields, what so called the era of knowledge explosion, so the higher objective of education in the twenty-first century is to develop thinking in all forms for each individual, hence the role of the educational institution in preparing individuals capable of solving unexpected problems, and have the ability to think of multiple alternatives to a variety of renewable attitudes, then thinking should be the main goal of educational institutions, provide the student with the tools he needs to be able to interact effectively with any form of information or variables that the future brings.
As science teaching is concerned with the learner’s integrated growth in all aspects of cognitive, skill and emotional fields, so the main task of teaching science is to teach learners how to think, and give them the opportunity to develop their abilities as much as possible, in addition to express their ideas. The scientific argument has an active role, which should be concerned with the development of teaching processes for all subjects, so as to prepare a citizen capable of learning for life.
Integration into the scientific argument is one of the main goals of scientific pedagogy. It helps pupils in understanding the causes, discussing claims and extracting evidence from data. Moreover, the integration of students in controversial practices is essential for achieving scientific enlightenment, In addition to help students in science to acquire scientific knowledge, and build it through criticism and discussion, and so we can conclude that participation in scientific arguments increases understanding of the social nature of scientific knowledge.
The science curriculum is one of the most important courses that provide intermediate school students with different experiences, knowledge and skills that contribute to their mental development and make them able to think well. Therefore, many studies aimed at developing the scientific thinking of students through the use of different teaching strategies. Through the review of many of the literature in the field of teaching, we find this theory proved its effectiveness in education through the development of different thinking skills.
Through the work of the researcher at the ministry of education in Kuwait, the researcher noted a clear weakness in the scientific vision in the teaching of science related to the importance of argumentation skills and its epistemological approaches, she also noted the low degree of awareness concerning the effectiveness of science curricula in developing the dimensions of scientific argument.
Because of the weakness in the skills of scientific argumentation as well as in the cognitive achievement of intermediate school students in the science course, the researcher sought to address this problem by answering the following key question:
What is the effectiveness of a proposed program in science based on the theory of ”TRIZ” to develop the scientific debate and cognitive achievement among students of the intermediate stage in Kuwait?
Several questions derived from this main question:
1. What are the appropriate principles on which ”TRIZ” theory is based intermediate stage students?
2. What scientific debate skills can be developed for intermediate stage students?
3. What is the general framework of the proposed program based on the theory of ”TRIZ” for the development of scientific debate and cognitive achievement in the science of students in the intermediate stage students in Kuwait?
4. What is the effectiveness of the proposed program based on the theory of ”TRIZ” in the development of scientific debate in the science of students in the intermediate stage in Kuwait?
5. What is the effectiveness of the proposed program based on the theory of ”TRIZ” in the development of cognitive achievement in science for intermediate stage students in Kuwait?
PURPOSES:
The current research aims to achieve the following:
1. To identify the principles and concepts underlying the theory of ”TRIZ”.
2. To designing a program based on the theory of ”TRIZ” for the development of scientific debate and knowledge achievement in science for intermediate school students in the State of Kuwait.
3. To reveal the effectiveness of the proposed program based on the theory of ”TRIZ” in the development of scientific argumentation and cognitive achievement in science for intermediate school students in the State of Kuwait.
RESEARCH LIMITS:
The current research specifies the following limits:
Objective limit
• A program based on the principles of ”TRIZ” in the development of scientific argumentation and cognitive achievement.
• A unit of the proposed program and its application.
• Skills of scientific argumentation (claim - interpretation - justification)
• Twenty principles of the theory of ”TRIZ”.
• Cognitive achievement in science at the levels (remembering - understanding - application)
Human and spatial limit
The study was applied to a group of sixth grade pupils at ”Umm Hisham Bint Al-Haritha” Intermediate School for Girls in Al-Jahra Educational governorate.
Time limit:
The research was conducted in the first semester of the academic year 2018 – 2019.
METHODOLOGY AND EXPERIMENTAL DESIGN
The present study aims to reveal the impact of a program based on the theory of ”TRIZ” on the development of scientific argumentation and cognitive achievement in science among intermediate school students in Kuwait. Therefore, the researcher relied on the experimental method and the quasi-experimental design because it fits with the nature of the study which investigates the effectiveness of a proposed program in science based on the theory of ”TRIZ” and its effectiveness on the development of scientific argumentation and cognitive achievement in intermediate school students in Kuwait.
Accordingly, the researcher has been chosen two groups:
1. First: Experimental group: This group subjected to the program designed and proposed
2. Second: the control group: a group that learns the same experiences in the traditional way of the teacher.
Tools
RESEARCH TOOLS:
The researcher used the following tools:
• The Scientific Argument Skills Scale (developed from the Ray and Sandoval, 2012).
• Cognitive achievement test (prepared by the researcher).
RESEARCH HYPOTHESES
This research was based on the following hypotheses:
1. There are statistically significant differences between the average scores of students in the experimental and control groups on the scale of scientific argumentation after applying the program for the benefit of the experimental group students.
2. There are statistically significant differences between the average scores of students in the experimental and control groups on the scale of scientific argumentation before and after the application of the program for the benefit of the post measurement.
3. There are statistically significant differences between the average scores of students in the experimental and control groups on the scale of scientific argumentation before and after the application of the program for the benefit of the post and tracking measurements.
4. There are statistically significant differences between the average scores of students in the experimental and control groups on the cognitive achievement test after applying the program for the benefit of the experimental group students.
5. There are statistically significant differences between the average scores of students in the experimental and control groups on the cognitive achievement test before and after applying the program for the benefit of the post measurement.
6. There are statistically significant differences between the average scores of students in the experimental and control groups on the test of cognitive achievement before and after the application of the program for the benefit of the post and tracking measurements.
RESEARCH IMPORTANCE:
The present study has two aspects of importance.
Theoretical importance:
1. This research is the first of its type in the State of Kuwait, which relates to the scientific argumentation and its role of in increasing the cognitive achievement among students through relying on the evaluation of scientific claims and justification by providing evidence based on scientific data in order to persuade or refute, and so it provides an opportunity for students to have an active, positive and effective role in the educational process.
2. This research represents a response to researches and conferences calling for the preparation of special programs for outstanding students in all educational levels.
3. The research represents an attempt to introduce ”TRIZ” theory to solve problems in a creative way in a way that enables understanding the idea, philosophy, tools and methods of the theory.
4. The research represents a serious attempt to find the relationship between ”TRIZ” theory, scientific argumentation and cognitive achievement.
The practical aspect is summarized as follows:
1. To provide the Kuwaiti ministry of education with a proposed program in science based on the ”TRIZ” theory for the development of scientific argumentation and cognitive achievement among intermediate school students in the State of Kuwait. So, planners will benefit in formulating a curriculum in science suitable for students, based on the content of the program, teaching methods, evaluation and teaching aids.
2. Provide teachers of science at the intermediate stage with a measure of argumentation skills.
3. Teacher’s Guide can be used to develop the skills of scientific argumentation and increase motivation towards learning science among students.
4. Depending on the program, intermediate-stage teachers may be provided with Exercises based on ”TRIZ” theory that designed by the researcher to enable them to implement in the classroom and use it to develop some of the skills of scientific argumentation and cognitive achievement.
RESEARCH PROCEDURES
To answer the study questions, the researcher followed the next steps:
1. Determine the principles of the program based on the theory of ”TRIZ” through:
• Review studies and researches on the theory of ”TRIZ” and its applications.
• Preparation of an initial list of the principles of ”TRIZ” for intermediate stage students and present the list to the arbitrators.
• Preparing the list in its final form and presenting it to the arbitrators.
2. Identify a list of some skills of scientific debate in which the preparation of the proposed program based on the theory of ”TRIZ” in science by:
• Identify the target of the list.
• Identify the sources of derivation of the list.
• Set the initial forms of the list.
• Adjust the initial list.
• Get the final form of the list.
3. Preparation of the general framework of the proposed program to develop the skills of scientific debate and cognitive achievement.
This was done in the scope of the following steps:
• Review literature and previous researches related to the subjects of the study.
• Studying the national standards of some contemporary scientific experiments which focused on the theory of ”TRIZ” in science and adopted it as a standard that should be included in the objectives, content and methods of evaluation.
• Studying the national standards for the content of science in the State of Kuwait.
• Study and analysis science books in the intermediate stage in the State of Kuwait.
• Determine the general framework of the program in the scope of the following procedures:
Setting the objectives of the program.
Determining the content of the program.
Identify the teaching strategies used in the program.
Determine the educational activities of the program.
Defining the evaluation methods of the program.
THE MAIN RESULTS OF THE RESEARCH
1. The effectiveness of the proposed program in science based on the theory of ”TRIZ” in the development of the skills of scientific debate (introducing claim - provide evidence - provide justification) for students in the first grade of intermediate stage.
2. The effectiveness of the proposed program in science based on the theory of ”TRIZ” in increasing the capacity of cognitive achievement in the fields of (knowledge - understanding - application) for students in the first grade of intermediate stage.
PROPOSED FUTURE RESEARCH
In the scope of the results of the current research, we may suggest the following studies:
1. The effectiveness of a strategy based on some of the principles of ”TRIZ” theory in the development of metacognition skills of intermediate school students in science.
2. The effectiveness of a strategy based on some principles of the theory of ”TRIZ” in the development of Critical thinking skills of intermediate school students in science.
3. The effectiveness of teaching the principles of ”TRIZ” in the development of the ability to solve creative problems among middle school students.
4. The effectiveness of a proposed program in the scope of ”TRIZ” theory in the development of higher-order thinking skills among intermediate school students in science.
5. The effectiveness of a training program based on the theory of ”TRIZ” in the development of creative thinking skills of students teachers in science specialization in the Faculty of Education.
we live in the era that characterized by tremendous development in information, expertise, scientific and technological progress in various fields, what so called the era of knowledge explosion, so the higher objective of education in the twenty-first century is to develop thinking in all forms for each individual, hence the role of the educational institution in preparing individuals capable of solving unexpected problems, and have the ability to think of multiple alternatives to a variety of renewable attitudes, then thinking should be the main goal of educational institutions, provide the student with the tools he needs to be able to interact effectively with any form of information or variables that the future brings.
As science teaching is concerned with the learner’s integrated growth in all aspects of cognitive, skill and emotional fields, so the main task of teaching science is to teach learners how to think, and give them the opportunity to develop their abilities as much as possible, in addition to express their ideas. The scientific argument has an active role, which should be concerned with the development of teaching processes for all subjects, so as to prepare a citizen capable of learning for life.
Integration into the scientific argument is one of the main goals of scientific pedagogy. It helps pupils in understanding the causes, discussing claims and extracting evidence from data. Moreover, the integration of students in controversial practices is essential for achieving scientific enlightenment, In addition to help students in science to acquire scientific knowledge, and build it through criticism and discussion, and so we can conclude that participation in scientific arguments increases understanding of the social nature of scientific knowledge.
The science curriculum is one of the most important courses that provide intermediate school students with different experiences, knowledge and skills that contribute to their mental development and make them able to think well. Therefore, many studies aimed at developing the scientific thinking of students through the use of different teaching strategies. Through the review of many of the literature in the field of teaching, we find this theory proved its effectiveness in education through the development of different thinking skills.
Through the work of the researcher at the ministry of education in Kuwait, the researcher noted a clear weakness in the scientific vision in the teaching of science related to the importance of argumentation skills and its epistemological approaches, she also noted the low degree of awareness concerning the effectiveness of science curricula in developing the dimensions of scientific argument.
Because of the weakness in the skills of scientific argumentation as well as in the cognitive achievement of intermediate school students in the science course, the researcher sought to address this problem by answering the following key question:
What is the effectiveness of a proposed program in science based on the theory of ”TRIZ” to develop the scientific debate and cognitive achievement among students of the intermediate stage in Kuwait?
Several questions derived from this main question:
1. What are the appropriate principles on which ”TRIZ” theory is based intermediate stage students?
2. What scientific debate skills can be developed for intermediate stage students?
3. What is the general framework of the proposed program based on the theory of ”TRIZ” for the development of scientific debate and cognitive achievement in the science of students in the intermediate stage students in Kuwait?
4. What is the effectiveness of the proposed program based on the theory of ”TRIZ” in the development of scientific debate in the science of students in the intermediate stage in Kuwait?
5. What is the effectiveness of the proposed program based on the theory of ”TRIZ” in the development of cognitive achievement in science for intermediate stage students in Kuwait?
PURPOSES:
The current research aims to achieve the following:
1. To identify the principles and concepts underlying the theory of ”TRIZ”.
2. To designing a program based on the theory of ”TRIZ” for the development of scientific debate and knowledge achievement in science for intermediate school students in the State of Kuwait.
3. To reveal the effectiveness of the proposed program based on the theory of ”TRIZ” in the development of scientific argumentation and cognitive achievement in science for intermediate school students in the State of Kuwait.
RESEARCH LIMITS:
The current research specifies the following limits:
Objective limit
• A program based on the principles of ”TRIZ” in the development of scientific argumentation and cognitive achievement.
• A unit of the proposed program and its application.
• Skills of scientific argumentation (claim - interpretation - justification)
• Twenty principles of the theory of ”TRIZ”.
• Cognitive achievement in science at the levels (remembering - understanding - application)
Human and spatial limit
The study was applied to a group of sixth grade pupils at ”Umm Hisham Bint Al-Haritha” Intermediate School for Girls in Al-Jahra Educational governorate.
Time limit:
The research was conducted in the first semester of the academic year 2018 – 2019.
METHODOLOGY AND EXPERIMENTAL DESIGN
The present study aims to reveal the impact of a program based on the theory of ”TRIZ” on the development of scientific argumentation and cognitive achievement in science among intermediate school students in Kuwait. Therefore, the researcher relied on the experimental method and the quasi-experimental design because it fits with the nature of the study which investigates the effectiveness of a proposed program in science based on the theory of ”TRIZ” and its effectiveness on the development of scientific argumentation and cognitive achievement in intermediate school students in Kuwait.
Accordingly, the researcher has been chosen two groups:
1. First: Experimental group: This group subjected to the program designed and proposed
2. Second: the control group: a group that learns the same experiences in the traditional way of the teacher.
Tools
RESEARCH TOOLS:
The researcher used the following tools:
• The Scientific Argument Skills Scale (developed from the Ray and Sandoval, 2012).
• Cognitive achievement test (prepared by the researcher).
RESEARCH HYPOTHESES
This research was based on the following hypotheses:
1. There are statistically significant differences between the average scores of students in the experimental and control groups on the scale of scientific argumentation after applying the program for the benefit of the experimental group students.
2. There are statistically significant differences between the average scores of students in the experimental and control groups on the scale of scientific argumentation before and after the application of the program for the benefit of the post measurement.
3. There are statistically significant differences between the average scores of students in the experimental and control groups on the scale of scientific argumentation before and after the application of the program for the benefit of the post and tracking measurements.
4. There are statistically significant differences between the average scores of students in the experimental and control groups on the cognitive achievement test after applying the program for the benefit of the experimental group students.
5. There are statistically significant differences between the average scores of students in the experimental and control groups on the cognitive achievement test before and after applying the program for the benefit of the post measurement.
6. There are statistically significant differences between the average scores of students in the experimental and control groups on the test of cognitive achievement before and after the application of the program for the benefit of the post and tracking measurements.
RESEARCH IMPORTANCE:
The present study has two aspects of importance.
Theoretical importance:
1. This research is the first of its type in the State of Kuwait, which relates to the scientific argumentation and its role of in increasing the cognitive achievement among students through relying on the evaluation of scientific claims and justification by providing evidence based on scientific data in order to persuade or refute, and so it provides an opportunity for students to have an active, positive and effective role in the educational process.
2. This research represents a response to researches and conferences calling for the preparation of special programs for outstanding students in all educational levels.
3. The research represents an attempt to introduce ”TRIZ” theory to solve problems in a creative way in a way that enables understanding the idea, philosophy, tools and methods of the theory.
4. The research represents a serious attempt to find the relationship between ”TRIZ” theory, scientific argumentation and cognitive achievement.
The practical aspect is summarized as follows:
1. To provide the Kuwaiti ministry of education with a proposed program in science based on the ”TRIZ” theory for the development of scientific argumentation and cognitive achievement among intermediate school students in the State of Kuwait. So, planners will benefit in formulating a curriculum in science suitable for students, based on the content of the program, teaching methods, evaluation and teaching aids.
2. Provide teachers of science at the intermediate stage with a measure of argumentation skills.
3. Teacher’s Guide can be used to develop the skills of scientific argumentation and increase motivation towards learning science among students.
4. Depending on the program, intermediate-stage teachers may be provided with Exercises based on ”TRIZ” theory that designed by the researcher to enable them to implement in the classroom and use it to develop some of the skills of scientific argumentation and cognitive achievement.
RESEARCH PROCEDURES
To answer the study questions, the researcher followed the next steps:
1. Determine the principles of the program based on the theory of ”TRIZ” through:
• Review studies and researches on the theory of ”TRIZ” and its applications.
• Preparation of an initial list of the principles of ”TRIZ” for intermediate stage students and present the list to the arbitrators.
• Preparing the list in its final form and presenting it to the arbitrators.
2. Identify a list of some skills of scientific debate in which the preparation of the proposed program based on the theory of ”TRIZ” in science by:
• Identify the target of the list.
• Identify the sources of derivation of the list.
• Set the initial forms of the list.
• Adjust the initial list.
• Get the final form of the list.
3. Preparation of the general framework of the proposed program to develop the skills of scientific debate and cognitive achievement.
This was done in the scope of the following steps:
• Review literature and previous researches related to the subjects of the study.
• Studying the national standards of some contemporary scientific experiments which focused on the theory of ”TRIZ” in science and adopted it as a standard that should be included in the objectives, content and methods of evaluation.
• Studying the national standards for the content of science in the State of Kuwait.
• Study and analysis science books in the intermediate stage in the State of Kuwait.
• Determine the general framework of the program in the scope of the following procedures:
Setting the objectives of the program.
Determining the content of the program.
Identify the teaching strategies used in the program.
Determine the educational activities of the program.
Defining the evaluation methods of the program.
THE MAIN RESULTS OF THE RESEARCH
1. The effectiveness of the proposed program in science based on the theory of ”TRIZ” in the development of the skills of scientific debate (introducing claim - provide evidence - provide justification) for students in the first grade of intermediate stage.
2. The effectiveness of the proposed program in science based on the theory of ”TRIZ” in increasing the capacity of cognitive achievement in the fields of (knowledge - understanding - application) for students in the first grade of intermediate stage.
PROPOSED FUTURE RESEARCH
In the scope of the results of the current research, we may suggest the following studies:
1. The effectiveness of a strategy based on some of the principles of ”TRIZ” theory in the development of metacognition skills of intermediate school students in science.
2. The effectiveness of a strategy based on some principles of the theory of ”TRIZ” in the development of Critical thinking skills of intermediate school students in science.
3. The effectiveness of teaching the principles of ”TRIZ” in the development of the ability to solve creative problems among middle school students.
4. The effectiveness of a proposed program in the scope of ”TRIZ” theory in the development of higher-order thinking skills among intermediate school students in science.
5. The effectiveness of a training program based on the theory of ”TRIZ” in the development of creative thinking skills of students teachers in science specialization in the Faculty of Education.