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

Abstract

       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