Investigating the impact of observation-based education on improving the reasoning skills of second grade elementary students in experimental sciences

Document Type : Original Article

Authors

1 Department of Educational Administration and Planning, Faculty of Education and Psychology, AlZahra University, Tehran, Iran

2 Associate Professor, Department of Educational Management and Planning, Faculty of Psychology and Educational Sciences, Al-Zahra University, Tehran, Iran.

Abstract

This study aimed to investigate the effect of using an observation-based education approach on improving the reasoning skills of second-grade elementary school students in the science subject during the academic year 1400-1401. The research method was semi-experimental and was classified as basic research from the perspective of the objective. The statistical population included all second-grade elementary school students in Saveh County. To select the sample, one of the schools in the county was selected using convenience sampling, and 34 second-grade students were divided into two classes of 17 students by simple random sampling; thus, one class served as the experimental group and the other as the control group. To collect research data, the New Jersey Standard Questionnaire (1981) was used as a pre-test and post-test instrument. The observation-based educational intervention was implemented in the experimental group during 9 45-minute sessions. Independent t-test, analysis of covariance, and effect size calculation were used to analyze the data, and all analyses were performed using SPSS version 25 statistical software. The results of t-test and covariance analysis showed that observation-based teaching approaches and indicators such as pictures, scientific visits, films, and experiments have a significant effect on improving students' reasoning skills in experimental science lessons (P < 0.004). Finally, it is suggested that school administrators provide opportunities for teachers to participate in workshops on new teaching strategies so that teachers can benefit from new teaching approaches, including observation-based teaching, in their classrooms.
Quarterly Journal of Education Studies
Volume 11, Issue 44
March 2026
Pages 1-19

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