The Impact of Teaching Vocational Education Using Project-based Learning Strategy on Developing Critical Thinking Skills among 10th-Grade Students
Elementary Education Online
The study aims to identify the impact of teaching vocational education using a project-based learning strategy on developing critical thinking skills among 10th-grade students. To achieve the aim of the study, the semi-experimental approach is factored in. The study is applied to a sample consisting of 60 10thgrade female students from Rajm Al-Shami Al-Gharbi Mixed Secondary School in Muwaqqar District, and it is distributed equally between the two groups as follows: a 30-student experimental
... oup and 30-student control. To measure the pre and post-performance of the two study groups, a 21-item critical thinking skills test is prepared in its final form . The results of the study show a statistically significant difference between the arithmetic means of the degrees of the students of the experimental and control groups in the post-test of critical thinking skills (knowledge of assumptions, deduction, inference, evaluation of arguments) and the critical thinking skills as a whole in favor of the experimental group. The study recommends adopting a project-based learning strategy as a basic strategy in teaching most units of the vocational education subject for its suitability for most of the activities in the textbook's units. The impact of teaching vocational education using project-based learning strategy on developing critical thinking skills among 10 th -grade students organized scientific method, aiming to link school instruction with the life that students live outside and inside the school together, and in other words, it aims to link the school environment with the social environment . Saeedi and Balushi (2008) confirm several objectives for project-based learning that converge with the nature of science, including teamwork, the consensus requirement for knowledge adoption, the role of discussion in developing knowledge, and other objectives. Therefore, the project-based learning strategy is considered one of the strategies that support the main strategies in science education such as inquiry-based learning and learning cycle. Lashin (2009) emphasizes that the use of the project within the school curricula has a great impact on stimulating the learning process so that students can formulate and plan the project's objectives and organize implementation procedures to achieve those goals . Importantly, the project-based learning strategy deepens students' learning and allows them to face complex and challenging problems closely related to daily life, develop their learning, and efficiently and effectively reach higher stages of thinking, analysis, and creation. This is consistent with what the 21st century is witnessing in terms of the existence of a clear interest by researchers, educators, psychologists in studying thinking, and developing its various skills. With that, we need thinking, creative and critical minds to find solutions to contemporary problems facing humanity. Zoubi (2014) points out that humans do not have critical thinking by nature as their skills are educated and need training sessions. In addition, critical thinking is not linked to a certain age, as every individual can do it according to the level of mental, sensory, conceptual, and abstract abilities . In light of the educators 'assertion that the critical thinking does not come naturally to a person whose skills need training and education using modern teaching strategies that help in his development, as well as providing an educational environment that helps in active interaction, and increases motivation, achievement, cooperation and participation, the idea of conducting the current study crystallized to investigate the impact of teaching vocational education using project-based learning strategy on developing critical thinking skills among 10th-grade students.