Impact of the Use of Analogy Strategy in Developing Critical Thinking Skills in Science among Fourth-Class Students (A Quasi-Experimental Study in the City of Tartous)
Abstract
This research aimed to find out the impact of the use of analogy strategy in developing critical thinking skills in Science among the fourth class students in the official schools at the city of Tartous.
In order to achieve the objectives of the research, the semi-experimental approach was used, a sample of the fourth class students was selected from the official schools at the city of Tartous, consisting of (98) students, distributed to two groups: an experimental group learned according to the analogy strategy and a control group learned in an usual way. The research used a measure of critical thinking skills (prepared by the researcher), after ascertaining its sincerity and stability.
The results showed that the analogy strategy had a significant positive impact on the development of critical thinking skills in science among the fourth class students. The research suggested that evidences for class teachers and science ones should be developed that include lessons prepared according to the analogy strategy and activities that help to develop the critical thinking skills among the students in primary education stage in general, and fourth class students in particular.
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