اثر استراتيجية السقالات التعليمية في تدريس العلوم في تنمية التفكير الاستقرائي واكتساب مهارات حل المشكلة

The effect of the educational scaffolding strategy in teaching science in developing inductive thinking and acquiring problem-solving skills

The study aimed to investigate the effect of the educational scaffolding strategy in teaching science in developing inductive thinking and acquiring problem solving skills for sixth grade female students in Madaba Governorate. The study sample consisted of (50) female students, they were randomly distributed into two groups: an experimental one, which was taught using the educational scaffolding strategy, and it included (26) female students, and the other was a control group, which was taught using the usual method and included (24) female students. To achieve the objectives of the study, the following research tools and materials were prepared: the teacher's guide according to the educational scaffolding strategy, the inductive thinking test, and the problem-solving skills test, which were applied after ensuring their validity and stability. Study data were processed using an accompanying analysis of variance. The results of the study showed that there were statistically significant differences (α = 0.05) between the arithmetic averages of the scores of the students of the experimental and control groups in the two scales of inductive thinking skills and problem solving in favor of the experimental group.