A proposed strategy (SMART-DS) for teaching science based on super learning enhanced by digital storytelling to develop scientific proficiency skills and cognitive flexibility for preparatory stage students

The aim of this research was to examine the effectiveness of a proposed strategy (SMART-DS) for teaching science based on super-learning enhanced by digital storytelling in developing scientific Proficiency skills and cognitive flexibility among preparatory school students. To achieve this aim, Units Three and Four—"Environment and Genetics" and "Natural Cycles"—from the Grade 7 science textbook were selected. A teacher’s guide and an activity booklet were developed to facilitate instruction using the proposed strategy. The research sample consisted of 80 Grade 7 students from a school in El-Kharga City, New Valley Governorate. They were divided into two groups: an experimental group (40 students) and a control group (40 students). The research materials and tools included: (1) a list of scientific Proficiency skills, (2) the proposed strategy (Teacher's Guide - Activity Booklet), (3) a scientific Proficiency skills test, and (4) a cognitive flexibility scale. Pre-tests were administered to both groups before instruction. The experimental group was taught using the SMART-DS strategy, while the control group received instruction through conventional methods. Post-tests were then administered to both groups. A paired and independent samples t-test was used to analyze differences in mean scores.
The results revealed statistically significant differences in favor of the experimental group in the post-application of the research tools, in addition to a large effect size, indicating the effectiveness of the proposed SMART-DS strategy in enhancing both scientific Proficiency and cognitive flexibility. Based on these findings, the study recommends the broader implementation of the SMART-DS strategy, grounded in super-learning and digital storytelling, in science education across various educational stages.