The Effectiveness of the Common Knowledge Construction Model in Developing Inferential Thinking Skills and Scientific Values among Sixth-Grade Female Students

Abstract

This study aimed to investigate the effectiveness of using the Common Knowledge Construction Model In developing inferential thinking skills and scientific values among sixth-grade female students. The members of study were (50) sixth grade female students from Al-Khansa'a Mixed primary school, in Al-Mafraq City, in the  first semester of the academic year (2025/2026). They were distributed into two sections that were randomly assigned to two groups, one experimental and the other control. The data was collected using an inferential thinking skills test consisting of (20) multiple-choice question, and a scientific values scale ​​consisting of (20) items formulated with three-point Likert scale which were distributed across five dimensions: perseverance, acceptance of criticism, appreciation of science and scientists, curiosity and scientific thinking. Their validity and reliability were verified. The results showed that there are statistically significant differences at (α = 0.05) between the means of the two groups of students in the Common Knowledge Construction Model in developing inferential thinking skills as a whole and in both induction and deduction inferential skills as well as in the Scientific Values scale in its various dimensions in favor of experimental group students who studied using the Common Knowledge Construction Model.