أثر استراتيجية التعلم المستند الى المشكلة في تنمية مهارات التفكير العلمي لدى طلاب المرحلة الإعدادية

Abstract EN

The present research aims to identify the impact of problem-based learning strategy in developing the thinking skills of middle school students.

To achieve the goal of the research, the researcher put the hypothesis of the following zero: "There are no statistically significant differences at the level of significance (0.05) between the average score of the test of developing the skills of scientific thinking in the experimental group students who study biology using problem-based learning strategy and the average score of the control group who study the same material in the traditional way, follow The experimental group consisted of a partial adjustment The research community consisted of all the preparatory schools that included the fifth grade scientific and affiliated to the Directorate of Wasit Education.

The researcher chose through the random drawing, (A) The experimental group and the (b) control group represented (63) students, (32) students in the experimental group and (31) students in the control group.

The researcher compared the two groups in the following variables Previous, educational attainment of parents).

The researcher analyzed the content of the specific material, prepared a test that measured the skills of scientific thinking, and used a unified tool in the two research groups is to test the development of scientific thinking skills.

The researcher studied the two research groups by himself and used the T-test for two independent samples, the Kay box, the Spearman-Brown equation, the coefficient of discrimination and the coefficient of difficulty, the Pearson correlation coefficient, and the effectiveness of the wrong alternatives as statistical means for processing the research data.

The results of the study showed statistically significant differences at (0,05) of the experimental group that studied biology using problem-based learning strategy in developing scientific thinking skills on the control group which studied the same material in the traditional way.

Contributed to the development of the skills of scientific thinking among students in the preparatory stage, as well as the development of other behavioral aspects such as commitment to time management and official time, as well as motivation to learn, and to acquire information better and meaningful.