The effectiveness of organizing the content of a unit in science according to the VARK model in developing the Depth of knowledge (DOK) and Imagination imagery among primary school students with different learning styles

The research aimed to know the effectiveness of organizing the content of a unit in science according to the VARK model on developing the depth of knowledge and imagination imagery among primary school pupils with different learning styles. To achieve this goal, the unit “living organisms” was chosen in the second semester of the science textbook presented to the fourth grade of primary school. the research sample consisted of (80 pupils) from the fourth primary class students in a school of El Kharga city in the New Valley and they were divided into two experimental and control groups, the research materials and tools included (1) “living organisms” organized unit in light of the VARK model (2) teacher’s guide to the “living organisms” unit (3) VARK questionnaire of learning styles, (4) the depth of knowledge test levels, DOK1 –DOK2 — DOK3 (5) imagination imagery scale, research tools were applied prior to and then teaching the experimental group using the organized unit in light of the VARK model and the teaching of the control group with the unit as presented in the school textbook, the research tools were applied again to the students of the two research groups, and appropriate statistical methods were used to calculate the differences in the mean scores for both the experimental group and the control group. Likewise, the differences between the mean scores of students of the experimental group with different learning styles, and the results of the research showed that there are statistically significant differences between the mean scores of the students of the experimental group, and the degrees of the students of the control group in the post application in testing the levels of depth of knowledge and the scale of imagination imagery in favor of the experimental group, and There are no statistically significant differences between the mean scores of the students of the experimental group due to their favorite learning styles.