This study aims to identify the effectiveness of a visual learning-based program (VLBP) in teaching science to kindergarten children to develop higher-order thinking skills (HOTS) using the one group pre-experimental design with pre and post-tests for the same study group. The photographed test of the higher-order thinking skills (PTHOTS) was applied to a study group of 180 kindergarten children aging between 6-7 years from one of the public schools in Suez, Egypt. Afterwards, (VLBP) was applied to the same group throughout 15 sessions, covering physical, biological, and geological themes. (PTHOTS) was then re-applied to the same group, and the paired sample T. test revealed significant differences between pre-and post-PTHOTS in favour of the post-test, showing that (VLBP) developed the following (HOTS): arrangement, analysis, reasoning, and problem-solving. These results support the effectiveness of (VLBP), which the researcher recommend being used to enhance (HOTS) in kindergarten children.
Keywords: visual learning, science teaching, higher-order thinking skills, kindergarten children.
ملخص