شبكة المعلومات العربية التربوية

The aim of the current research is to identify the effect of using the strategy of contradictory events in physics on academic achievement and the development of reflective thinking among female students of the second year of secondary school in Jeddah. The research used the quasi-experimental approach with a two-group design, an experimental one that was studied using the contrasting event strategy and a control one that was studied using the traditional method. The research was applied during the first semester of the year 1440-1441 AH. The sample consisted of (54) female students, they were distributed to the two groups (experimental and control), each group included (27) female students. To analyze the data, arithmetic means, standard deviations, t-test and eta-squared were used. The results of the study showed the following:1-There are statistically significant differences between the mean scores of the experimental group and the control group in the post measurement of the academic achievement test in favor of the experimental group.2-There are statistically significant differences between the average scores of the experimental group and the control group in the post-measurement to test the skills of reflective thinking in its dimensions (discovering fallacies - reaching conclusions - giving convincing explanations) for the benefit of the experimental group. In light of the results of the research, a number of recommendations were presented, the most important of which is the abandonment of traditional methods of teaching and the application of modern strategies based on student participation in the learning process, holding training courses for teachers to introduce them to the strategy of contradictory events, and training them on how to apply it in the correct scientific ways. Some proposals were also presented, the most important of which are: conducting a study on the effectiveness of the strategy of contradictory events in science on academic achievement and the development of reflective thinking among middle school students. (Published abstract)