أثر التدريس باستراتيجية الجولة السريعة (ما زلتُ أُفكر) في التفكير المتزامن لدى طالبات الصف الخامس العلمي في مادة علم الأحياء

Abstract

   This research aimed to determine the effect of teaching using the "Still Thinking" rapid-fire strategy on the synchronous thinking of fifth-grade science students in biology. To achieve this aim, the following null hypothesis was formulated:

   There is no statistically significant difference at the 0.05 level between the mean scores of the experimental group students who were taught using the "Still Thinking" rapid-fire strategy and the mean scores of the control group students who were taught using the traditional method on the synchronous thinking scale. The researcher adopted a quasi-experimental design with experimental and control groups, using a post-test of the synchronous thinking scale. The experimental group was taught using the "I'm still thinking" strategy, while the control group was taught using the traditional method. The research population consisted of all fifth-grade science students in the 2025-2026 academic year in secondary and preparatory schools affiliated with the First Karkh Education Directorate in Baghdad. The research sample comprised 74 students, with 37 students in each group. The researcher ensured the equivalence of the students in both groups in terms of the variables of age, intelligence, synchronous thinking, and prior achievement. The researcher also prepared 36 lesson plans for each group. The research instrument was the synchronous thinking scale, which was developed according to two dimensions: information storage capacity (16 items) and information processing speed (16 items), resulting in a final version of 32 items. Its face validity, construct validity, and discriminatory power were calculated. The reliability of the scale was extracted using the Kuder-Richardson equation (20), and the reliability coefficient reached (0.77). The experiment was implemented from (5/10/2025) until (31/12/2025). After the end of the experiment, the Statistical Package for the Social Sciences (20-SPSS) and the Microsoft Excel program were used to process the data. After analyzing it statistically, the researcher concluded that the students of the experimental group were superior to the students of the control group in the simultaneous thinking scale. In light of the research results, the researcher recommended the possibility of teaching biology according to the rapid tour strategy (I am still thinking), due to its positive effect on raising the level of simultaneous thinking for students. She also suggested conducting studies similar to the current research in the specializations of chemistry and physics.