شبكة المعلومات العربية التربوية

The present research aims at identifying the effectiveness of the self-questioning strategy in teaching chemistry to develop reflective thinking and reduce the cognitive load of grade two secondary female students, to achieve this aim, the research adopted a quasi-experimental methodology that based on the design of two groups; experimental and controlling one, where a test on reflective thinking skills was prepared in a chapter (Covalent bonds), and measuring of the cognitive load prepared by (Alfyl, 2015), both tools were applied to a random sample consists of (40) grade two secondary female students, randomly divided into two equal groups: one of them was experimental group of (20) students which studied the chapter of (Covalent bonds) using self-questioning strategy, and the other was controlling group, consisted of (20) female students who studied the same chapter in the usual way, during the second semester of year 1439-1440 AH (2018 - 2019 AD), The research results have led to An existence of a statistically significant difference at the level (0.05) between the average scores of the experimental group students who studied according to the strategy of self-questioning, and the average scores of controlling group students who studied according to the normal method in the post- application of reflective thinking skills test in favor of the experimental group, An existence of a statistically significant difference at the level (0.05) between the average scores of the experimental group students who studied according to the strategy of self-questioning and the average scores of the controlling group students who studied according to the normal method in the post-application of the cognitive load scale in favor of the controlling group, An existence of statistically significant correlation at the level (0.05) between the level of cognitive load and the reflective thinking skills of the experimental group students in the post application. (Published abstract)