Effectiveness of using the Aesthetic Approach in Teaching Chemistry to Develop Some Mind Habits among Second-Grade Secondary School Students

Abstract

The current research aims to investigate the effectiveness of using the aesthetic approach in teaching chemistry to develop certain habits of mind among second-year secondary school students. To achieve this goal, the study adopted an experimental method based on a quasi-experimental design with two equivalent groups: an experimental group and a control group. The research sample consisted of 71 second-year secondary students from Arar city, randomly divided into two groups. The experimental group included 37 students who studied the unit "Energy and Chemical Changes" using the aesthetic approach, while the control group consisted of 34 students who studied the same unit using the traditional method. The research tool, a Habits of Mind scale, was administered to both groups as a pretest and posttest. The results revealed a statistically significant difference at the (0.01) level between the mean scores of the experimental and control groups in the post-administration of the Habits of Mind scale, in favor of the experimental group. Additionally, there was a statistically significant difference at the (0.01) level between the pretest and posttest mean scores of the experimental group, in favor of the posttest. These findings indicated the effectiveness of the aesthetic approach in enhancing habits of mind among second-year secondary students. In light of the results, the study offered a set of recommendations and suggestions.