فاعلية نموذج التعلم التفارغي في تنمية مستويات عمق المعرفة الرياضية والتفكير التأملي لدى طالبات المرحلة الابتدائية
This study aimed at identifying the effectiveness of the Allosteric Learning Model in developing levels of mathematical knowledge depth and reflective thinking among primary stage female students. The researcher prepared a teacher's guide to teach the units of: Place Value and Addition and Subtraction to the fourth grade in the first semester according to the Allosteric Learning Model. In addition, the researcher prepared a test for levels of mathematical knowledge depth and a test for reflective thinking. The study recruited 60 female students in the fourth primary stage as the sample. They were equally divided into experimental and control groups, and they have been selected from the Primary School 1 in Sakaka, Al-Jouf Educational City. The research instruments were pre-administered and then the treatment group students were taught according to the Allosteric Learning Model, whereas the control group students were taught according to the traditional methods. Furthermore, the research instruments were post-administered. The research results revealed that the female students of the treatment group outperformed those of the control group in the post administration of levels of mathematical knowledge depth test as a whole and its sub-levels and in the reflective thinking test as a whole and its sub-skills. The researcher attributed this result to the teaching procedures used according to the Allosteric Learning Model that helped develop levels of mathematical knowledge, depth skills and reflective thinking as well. Moreover, the research results found out a positive significant correlation at (0.01) significance level between the scores of the treatment group in the post administration of levels of mathematical knowledge depth test and their scores in the reflective thinking test as well. The research recommended that teachers should be trained to use the Allosteric Learning Model and Teachers are also recommended to pay attention to developing students' the levels of mathematical knowledge depth skills of and the reflective thinking as well. (Published abstract)