Impact of teaching with the KWLHAQ strategy in developing active open-minded thinking and scientific argumentation skills among fifth-grade science students in biology.

Abstract

   This research aimed to determine the effect of KWLHAQ teaching on active open-minded thinking and scientific argumentation skills among fifth-grade science students in biology. The researchers adopted a quasi-experimental design with experimental and control groups, using a post-test of the Active Open Thinking Scale and a test of scientific argumentation skills. The experimental group was taught using the KWLHAQ 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 Al-Qadisiyah Central Education Directorate. The research sample comprised (82) students, with (41) students in each group. The researchers ensured the equivalence of the students in both groups in terms of the variables of age, intelligence, active open thinking, scientific argumentation skills, and prior achievement. They also prepared (24) lesson plans for each group. The research instruments consisted of the Active Open Thinking Scale, which was developed according to six domains: flexible thinking, interpersonal thinking, constructive thinking, divergent thinking, rigid thinking, and categorical beliefs. In its final form, it included (42) items according to a four-point Likert scale. The second test was a scientific argumentation skills test prepared according to three skills: (presenting the claim, presenting data or evidence, and presenting justifications). In its final form, it included (39) objective items, with (13) items for each skill, of the multiple-choice type with four alternatives, three incorrect and one correct. The application of the experiment extended for two months, from Sunday, 22/2/2026, until Wednesday, 22/4/2026, with three lessons per week for each section. At the end of the experiment, the researchers used the Statistical Package for the Social Sciences (SPSS 20) and the Microsoft Excel program to process the data, which showed that the KWLHAQ strategy had an effect on improving both open-minded active thinking and scientific argumentation skills among the students of the experimental group compared to the control group. In light of the research results, the researchers recommended the possibility of teaching biology according to the KWLHAQ strategy, due to its positive effect on raising the level of open-minded active thinking and scientific argumentation skills for students. They also suggested conducting studies similar to the current research in the specializations of chemistry and physics.