Abstract

This study aimed to reveal the effect of White and Gunstone model (PEOE) on developing future thinking and thinking dispositions in science among third-grade intermediate students with different learning styles. To achieve this goal, the experimental approach was used. The study sample consisted of (60) students from the third intermediate grade, who were randomly distributed to an experimental group consisting of (30) students and a control group consisting of (30) students. The tools used in this study included the future thinking test, the thinking dispositions scale, and the learning styles scale. The results revealed that There was a statistically significant difference at the level (0,05) between the mean scores of the students of the experimental and control groups in the post measurement of the future thinking test and the thinking dispositions scale, in favor of the experimental group. There was no statistically significant difference at the level (0,05) for the students of the experimental group in the post measurement of the future thinking test and the thinking dispositions scale attributed to the educational style variable. There was a statistically significant correlation between the total score of the future thinking test and the thinking dispositions scale in the post measurement of the students of the experimental group and the control group. Considering the results of this study, several recommendations and suggestions were mentioned that may contribute to improving aspects of science education.

Keywords

White and Gunstone model (PEOE), Future thinking, thinking dispositions, Learning styles.

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