استراتيجيات التفكير المتشعب و أثرها في تنمية التفكير المستقبلي في العلوم لدى تلاميذ المرحلة الإعدادية

Abstract EN

The aim of the current research is to identify the impact of the use of neural branching strategies in developing future thinking among students of the second year of middle school in science and verify its validity and reliability.

The researcher followed the descriptive analytical approach and the experimental approach based on the quasi-experimental design with two equal groups (experimental and control).

The research group consisted of (60) students who were distributed into two experimental groups (30) students and a control group (30) students from the second year middle school students in Menoufia Governorate in The second semester of the academic year 2020/2021, where the experimental group studied the two units of "periodic movement, sound and light" with neural branching strategies, while the control group studied the same two units in the usual way of teaching.

The results showed that there was a statistically significant difference between the mean scores of the students of the experimental and control groups in the post application of the future thinking test and its dimensions in favor of the experimental group in the pre and post applications of the test of future thinking as a whole and its dimensions in favor of the post application, and in light of these results, some recommendations and suggestions were made to activate neural branching strategies in teaching Sciences