The Impact of Socratic Discussion and Problem-Solving Strategies on Scientific Thinking and Attitudes Toward Academic Discussion Lessons Among Future University Students

Abstract

The aim of this research is to examine the effect of Socratic dialogue strategies and problem-solving methods on scientific thinking and students' orientation towards academic discussions in the first phase of the Faculty of Education at Koya University for the academic year 2021–2022. The experimental method was used in accordance with the nature of the research. The research population comprised students of Koya University, with a specific sample drawn from the geography department in the Faculty of Education, matched at several levels. The first experimental group was taught using Socratic dialogue, the second experimental group was taught using problem-solving methods, and the control group was taught using traditional methods. The scientific thinking measurement was adapted from Al-Qadri's (2005) research, consisting of 32 items. Additionally, a new form was developed to measure students' orientation, consisting of 30 items. After collecting and analyzing the data using statistical equations, the results indicated that both the Socratic dialogue method and the problem-solving method had statistically significant effects on measures of scientific thinking and academic orientation. The research concluded with several recommendations for stakeholders and suggestions for future similar studies.