The Effectiveness of a Proposed Teaching Model in Developing an Active Open Thinking in College of Basic Education Undergraduates

Abstract

This paper is testing how effective is a proposed teaching model in developing and enhancing active open thinking strategies among the College of Education undergraduates following the socio-constructive theory of achievement. To do so, the paper adopted a descriptive and experimental methodology in analysis. The sample selected for analysis involved 80 male and female undergraduates of the Department of Private Education, College of Basic Education, Babylon University. The test group included 40 undergraduates assigned to the socio-constructive learning theory-based proposed teaching model. The control group involved 40 male and female undergraduates assigned to traditional teaching methods. The variables are age, intelligence, previous knowledge, and academic achievement. The tools of analysis included a two-technique method; the first technique is a 40-item multiple-choice questions. The second technique is a 36-item active open thinking test. The study findings showed that the socio-constructive learning-based proposed teaching-educated group exceeded the traditional method-educated group.