Validation of a Model for Resolving Educational Challenges in Science Instruction with Emphasis on the Student's Role
Keywords:
qualitative content analysis, resolution model, student attitude, student competence, Educational challenges, science learningAbstract
Purpose: The aim of this study was to design and validate a model for resolving educational challenges in science instruction in Iraqi secondary schools with a focus on the student’s role.
Methodology: This research employed a qualitative approach using inductive content analysis. Participants included science teachers, department heads, and textbook developers selected through criterion-based purposive sampling. Data were collected through in-depth semi-structured interviews and analyzed via open coding and category development. The interview process continued until theoretical saturation was reached (23 participants).
Findings: Data analysis identified three major categories of student-related challenges: knowledge, competence, and attitude. Corresponding strategies were extracted for each. Confirmatory factor analysis of the proposed model revealed acceptable goodness-of-fit indices (RMSEA=0.066, CFI=0.942, TLI=0.940, NFI=0.934, IFI=0.924), confirming the structural validity of the model.
Conclusion: The developed model serves as an effective framework for addressing science education problems in secondary schools. By focusing on the active role of students and enhancing cognitive, skill-based, and attitudinal components, it promotes deeper, more interactive, and sustainable science learning.
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Copyright (c) 2025 Abd Ali Hussein Amir Al-Abidi (Author); Badri ShahTalebi; Mehdi Hattab Sakhi Atabi, Mahboobeh Sadat Fadavi (Author)
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