إستخدام نموذج الإستقصاء القائم على الجدل في تدريس الأحياء لتنمية مهارات التفكير الناقد وحب الإستطلاع العلمي لدى طلاب الصف الثالث الثانوي
The study aimed to use argument-driven inquiry "ADI" model to develop critical thinking skills and scientific curiosity of third year secondary school students in KSA. The sample consisted of 72 students divided into two groups: the experimental group (n=36) that studied the selected subject material "biodiversity and its conservation" according to argument-driven inquiry model, and the control group (n=36) that studied the same subject material following the traditional method. A scientific curiosity scale was prepared, and the Watson-Glaser Critical Thinking Appraisal (WGCTA-SF) was used. Both instruments were administered pre and post the intervention. The study results indicated that there were significant statistical differences at 0.01 level between the score means of the experimental group and those of the control group on the tests of scientific curiosity and critical thinking skills (each skill separately and the test as a whole), in favor of the experimental group. A significant positive correlation between scientific curiosity and critical thinking was found within the experimental group. (Published abstract)