The Effect of Using OE3R Strategy Supported by E-Learning Environment in Developing Deep Understanding and Thinking Dispositions Among Middle School

Abstract

The objective of this paper is to determine the impact of utilizing the Orientation-Exploratio n-Explanation-Elaboration-Reflection strategy, supported by an e-learning environment, in science education to enhance deep understanding and to foster thinking dispositions among first-year intermediate students. A quasi-experimental design was employed to address the research objectives. The results of the study indicated several key findings. First, there were statistically significant differences at the 0.01 level between the mean scores of the experimental and control groups on the deep understanding test and thinking dispositions scale, favoring the experimental group. Second, there is a positive relationship between the development of deep understanding and thinking skills among participants. The study proposes developing educational materials to support science teachers in implementing the Orientation-Exploration-Explanation-Elaboration-Reflection strategy and encourages science teachers to be aware of the importance of using the strategy, supported by e-learning, to enhance students' deep understanding and thinking skills.