أنموذج مقترح لتدريس العلوم قائم على نظريتي ما وراء المعرفة والتعلم المستند للدماغ وأثره على عمق المعرفة ومهارات الإستقصاء العلمي لدى طلاب الصف الثالث المتوسط
This research aimed to explore the impact of a proposed model for teaching science based metacognitive theory and brain-based learning and its effect on depth of knowledge and scientific inquiry skills among third-grade intermediate school students. Sixty-four students from two schools at department of education, Sabya Governorate, Jizan region participated in the study. They were assigned into two equal groups, experimental and control (N=32). To collect data, the study utilized a test for the depth of knowledge that included three levels, namely, recall, application of concepts and skills, and strategic thinking. The study also made use of a test of scientific inquiry skills, namely, classification, prediction, interpretation of data and information, and experimentation skills. The results revealed statistically significant differences between the mean scores of the experimental and control groups in the posttest of both depth of knowledge and scientific inquiry skills in favor of the experimental group students. The study recommended the necessity to include metacognitive theory and brain-based learning in chemistry teachers’ education programs to develop their depth of knowledge and scientific inquiry skills (Published abstract)