M.Sc. Student Noor Abbas Azzawi Khalil has completed his thesis entitled “The Impact of the Shared Knowledge Construction Model on Chemistry Achievement and Hierarchical Thinking among Second-Grade Middle School Students,” under the supervision of Prof. Dr. Dhmiaa Salem Dawood, with an examination committee comprising Prof. Dr. Suhad Abdul-Amir Abboud, Prof. Dr. Ahmed Laibi Hussein, Prof. Dr. Dhmiaa Salem Dawood, and Prof. Dr. Afrah Yassin Mohammed.
The study forms part of ongoing academic efforts to advance the educational process and improve science teaching practices, particularly in chemistry, through the implementation of modern instructional models that place learners at the center of the educational process, encourage interactive knowledge construction, and support the development of students’ thinking skills.
The study aimed to investigate the impact of the Shared Knowledge Construction Model on chemistry achievement among second-grade middle school students and to examine its effect on the development of their hierarchical thinking skills. The research seeks to contribute to a deeper understanding of chemical concepts while enhancing students’ ability to organize knowledge and establish structured relationships among concepts and information.
The significance of the study lies in its focus on integrating academic achievement with the development of thinking skills, moving beyond the traditional emphasis on memorization and recall. The approach supports the creation of a more interactive learning environment in which students actively participate in the learning process and develop their cognitive abilities in dealing with scientific concepts.
In light of the study findings, the researcher recommended that teaching staff be encouraged to adopt modern instructional methods and models, including the Shared Knowledge Construction Model, given its demonstrated effectiveness in improving students’ academic achievement.
The study also recommended strengthening the role of school laboratories to facilitate the effective implementation of active-learning strategies and modern instructional models. Integrating theoretical concepts with experiments and practical applications can contribute to deeper scientific understanding and more meaningful learning experiences.
The researcher further emphasized the importance of organizing professional development workshops for educational personnel to familiarize teachers with the Shared Knowledge Construction Model and its practical applications across different subjects. Such initiatives would enable educators to benefit from the experience of applying the model in chemistry and adapt it to other educational contexts with the aim of improving students’ academic performance.
The study also recommended that teachers be introduced to different approaches to thinking, particularly hierarchical thinking, and be equipped with appropriate methods for developing these skills among their students. This could be supported through the preparation of a teacher’s guide addressing different types and approaches to thinking, including hierarchical thinking, while emphasizing sustained classroom practice due to its potential role in developing students’ cognitive organization and ways of thinking.
With regard to curriculum development, the study recommended that the relevant authorities within the Ministry of Education incorporate enrichment activities based on hierarchical thinking into chemistry curricula at different educational levels, particularly at the middle-school stage. Such activities may contribute to improving students’ academic achievement while strengthening their cognitive and learning skills.
The researcher also recommended making use of the Hierarchical Thinking Scale in future studies addressing similar populations of middle school students. Such an approach could support the development and application of objective measurement tools for assessing students’ thinking patterns and cognitive development.
Contribution to the Sustainable Development Goals
The study directly supports United Nations Sustainable Development Goal 4 (SDG 4): Quality Education by seeking to improve the quality of education, advance teaching practices, and develop students’ thinking skills through modern and learner-centered instructional approaches.
The research is also particularly relevant to Target 4.4 of SDG 4, which focuses on increasing the number of learners who acquire relevant skills for employment, decent work, and lifelong learning. The development of hierarchical thinking and the implementation of active-learning approaches can contribute to building cognitive competencies that support lifelong learning and problem-solving.
The study also contributes to Sustainable Development Goal 9 (SDG 9): Industry, Innovation and Infrastructure by encouraging innovation in educational practices and promoting the use of contemporary instructional models in science education. Such approaches can contribute to creating learning environments better equipped to prepare students for science, technology, and innovation.
Overall, the research reflects an academic shift from information-transfer-based education toward an educational approach centered on knowledge construction, active learning, cognitive development, laboratory-based learning, and practical application, thereby contributing to the improvement of science education outcomes.
