فاعلية استراتيجية سكامبر (SCAMPER)‎ لتدريس العلوم في تنمية التفكير التأملي و القيم العلمية لدى طلاب المرحلة المتوسطة وائل بن حمد بن عبدالله السويهري، خالد بن حمود بن محمد العصيمي.

Abstract EN

The current study aimed to reveal the effectiveness of the scamper strategy for teaching science in developing reflective thinking and scientific values among intermediate school students, and to achieve the goal of the study, the experimental approach based on a quasi-experimental design was used.

the study sample consisted of (68) students from the third intermediate grade who study in government schools in the Makkah region, where Mohammed bin Dakhil al-Humaidhi intermediate school was chosen and two classes were chosen by a simple randomly way and the sample was randomly divided into two groups, one of them is experimental group that includes (34) students who studied using the scamper strategy, and the other is control group that includes (34) students who studied in the traditional way.

the researcher reformulated the unit of (chemical bonds and interactions), and prepared the teacher’s guide and the student’s activity book, and then built the study tools, which are : the reflective thinking test and the scientific values scale.

their validity and reliability were confirmed, then it was applied previously to the two study groups to ensure their equivalence, and then it was applied afterwards to the two study groups to test the validity of the hypotheses, and to answer the questions of the study, the data were processed statistically by using the accompanying variance analysis, and the eta-square to calculate the effect size, and the one-way analysis of variance.

the results of the study showed that there were statistically significant differences at the level (α ≥ 0.05) between the average scores of the students of the experimental and control groups in favor of the experimental group in the test of reflective thinking skills and its dimensions (visual vision-detection of inaccuracies-reaching conclusions-giving convincing explanations-developing suggested solutions), where the effect size was using the scamper strategy when big .

the results of the study showed : there are statistically significant differences at the level (α ≥ 0.05) between the mean scores of the students of the experimental and control groups in favor of the experimental group, for the scale of scientific values and its various dimensions, which are (scientific thinking-appreciation of scientists' efforts-objectivity-scientific perseverance-curiosity), where the size of the effect was using the scamper strategy.

in light of the results of the study, the researcher recommended holding courses and workshops for teachers to use the application of the scamper strategy during lesson planning and implementation.