The abstract thinking levels of the science-education students in Gaza universities

In general, the percentage of students who showed capability of formal operational thought is limited. This study yielded a profile of cognitive levels of students that choose to study science-education at the first year and in the fourth year in two Palestinian universities.

The study showed that, the proportion of the sample of students that displayed formal operational thought (abstract thinking) did not exceed 67% in fourth year and 42% in the first year. The percentage of students who have late formal operational thinking level is limited or absent. The percentage of students who have concrete thinking level is about 60% in the first year students and at least 33% in the fourth year.

The education literature confirms that formal operational thought is necessary for meaningful engagement and understanding of many scientific and mathematical concepts.

The fourth year students in Al-Azhar University have proceeded through next levels without fully developing their full cognitive abilities (Still there is 37% of the science students, who have concrete thinking level). The students perhaps did not interact with the content of the science course and yet despite this, they successfully completed the course. That may reflect the nature of some examinations in the universities which may depend on rote learning. Otherwise, the concrete thinker students would have failed if they had problem-solving examinations.

Consequently, all results of cognitive development for the first year and the fourth year student may indicate the poor selection of future science teachers. Also, it is difficult to explain the limited development rate in students' thinking skills through four years of university study (41% to 67%). The current systems in the College of Education may have not succeeded in aiding Science students to reach their potential in terms of cognitive ability through four years of teachers preparation program.

In science program, Al-Aqsa University results in the fourth year are better than Al-Azhar. Does that mean the preparation program is better? Or have Al-Aqsa University succeeded in selecting its science students ? It is difficult to answer now, that needs more studies in the field.

However, some studies eliminated the overall effect of preparation program (including curricular and co-curricular activities) inside University on cognitive development of students and concentrated more on an appropriate selection process of candidates (Bowman, 2010). Literature showed a successful intervention program to raise abstract thinking level of students, which was done in several places in the world.

The intervention approach considered the college years as a time of significant growth and change for students cognitive development as they confront new ideas and experiences that may challenge what they already know and believe. Faculty members who understand these changes can design courses and activities that meet students’ needs and support their continued development.