شبكة المعلومات العربية التربوية

The current research aims to identify the impact of integrating thinking skills within the knowledge content in the understanding of the physics students at the secondary third stage school. For the purpose of verifying the goal of research, the researcher formulated the following null hypothesis: There is no difference is statistically significant at the level (0.05) between the average scores of the experimental group students who studied according to the integration of thinking and the average score of the control group students who studied according to the usual way in the collection of physics skills. The research sample was chosen randomly from Ahl-Albait school for girls in Alakrameen District, Babylon for (61) students distributed into two research groups according simple random sampling assignment. The first experimental group (30 students) studied in accordance with the integration of thinking skills, while the second group (31) studied in accordance with the usual way, Students of the two research groups were rewarded with variables (age in months, intelligence, precollection, physical information). The study plans of the two groups were adopted after presenting them to a group of arbitrators in the teaching methods, and then the collection test tool was constructed from (50) paragraphs, (47) of which are multiple choice and (3) essay. The tests were presented to a group of arbitrators in teaching methods. The standard characteristics of the test were extracted with the benefit of the appropriate statistical methods. After the experiment end, the achievement test was applied to the two sets of search, Research results showed that there is a presence of statistically significant differences in favor of the experimental group in the studying achievement of physics. Accordingly, the researcher came out with a number of conclusions and recommendations, and proposals. (Published Abstract)