Effect of scaffolding strategies and guided discovery on higher-order thinking skills in physics education

Abstract

Embedding higher-order thinking within science education, particularly in teaching physics, can equip students to learn physics at a deeper level and to become active learners who can analyze and solve problems independently. The present research aimed to assess the effectiveness of scaffolding strategies along with a guided discovery approach on students’ higher-order thinking skills (HOTS) at technical colleges in Saudi Arabia. The study employed a quasi-experimental design to involve 104 students enrolled in the physics 101 course in two groups: an experimental group (EG) (n = 54), which experienced scaffolding strategies and guided discovery approach during the instruction, and a control group (CG) (n = 54), which received the instruction through conventional teaching methods. All participants took a pre- and post-test consisting of a HOTS test. Data analysis using inferential statistics revealed significant differences in the test scores between CG and EG. The results indicated that students in the EG performed better on the HOTS test in comparison to the students in the CG. Based on these results, it is concluded that the scaffolding strategies and guided discovery have a positive effect on students’ HOTS. The study’s findings have significant implications for enhancing science instruction, particularly teaching of physics in Saudi technical and vocational colleges.