The Department of Chemistry. Discusses an M.Sc. thesis that investigates the effect of employing the Bransford and Stein Model in teaching chemistry to fifth-year science students, with particular emphasis on its effectiveness in improving academic achievement and developing students’ flexible thinking, prepared by Muna Ahmed Abd Hassan.
The study was supervised by Assistant Professor Dr. Anwar Abbas Mohammed and was evaluated by an academic examination committee comprising Professor Dr. Basma Mohammed Ahmed, Professor Dr. Al-Amer Abdulrahman Mahmoud, Assistant Professor Dr. Jihan Fares Yousif, and Assistant Professor Dr. Anwar Abbas Mohammed.
The study aimed primarily to investigate the effect of the Bransford and Stein Model in two key areas. The first was to determine its effect on fifth-year scientific students’ achievement in chemistry, while the second focused on examining its role in developing students’ flexible thinking.
The significance of the study stems from its adoption of an instructional model designed to promote thinking skills and problem-solving abilities. Such an approach contributes to shifting the learning process away from conventional methods based primarily on memorization and information recall toward more interactive instructional practices that encourage students to analyze problems, generate alternative solutions, and adapt their thinking strategies according to the nature of the educational situation.
The Bransford and Stein Model represents an instructional approach associated with the development of systematic thinking and problem-solving skills. This makes it particularly relevant to science and chemistry education, where students are required to demonstrate analytical reasoning, establish relationships among scientific concepts, and apply acquired knowledge to unfamiliar situations.
The study forms part of broader academic efforts to enhance science teaching methodologies and strengthen the learner’s role in the educational process. It seeks to promote cognitive and practical competencies that extend beyond the acquisition of factual knowledge to include the flexible application of knowledge in addressing scientific and educational problems.
The study is directly aligned with Sustainable Development Goal 4 (SDG 4): Quality Education, as it supports the development of more effective teaching practices, contributes to improving the quality of science education, and promotes students’ thinking and problem-solving skills.
The research is also indirectly connected with Sustainable Development Goal 9 (SDG 9): Industry, Innovation and Infrastructure, particularly through the development of innovative thinking, problem-solving abilities, and cognitive skills that constitute an important foundation for future scientific learning and innovation.
The study highlights the importance of adopting contemporary instructional models and strategies in chemistry education to enhance educational outcomes and contribute to preparing a generation of learners equipped with analytical, adaptive, and problem-solving capabilities applicable to diverse scientific contexts.
