أثر استخدام استراتيجية سكامبر في تدريس الكيمياء على تنمية مهارات التفكير المستقبلي لدى طلاب الصف الأول الثانوي بمدارس المتفوقين (stem)
The aim of the current research is to identify the effect of using the Scamper strategy in teaching chemistry on developing future thinking skills among first-year secondary students in STEM schools. The research sample consisted of (80) male and female students only from the first secondary grade students at the School of Excellence in Science and Technology (STEM), and they were divided into two groups، one of which was the experimental group of (40) male and female students. Some chemical concepts were studied in the two units (measurement, nuclear energy, spectrum electromagnetic) using the Scamper strategy, and the second group (40) students studied the same units in the usual way of teaching, and the semi-experimental approach was used, and a list of levels of future thinking skills was prepared, and in light of it, the future thinking skills test was formulated, and the results reached the effectiveness of the Scamper strategy In the development of future thinking skills, and the results indicated that there was a statistically significant difference between the mean scores of the students of the experimental group and the scores of the students of the control group in the post application of the test of future thinking skills in favor of the students of the experimental group in the test of future thinking skills after formulation. In the light of the results of the research, some recommendations, the most important of which are: the need to involve learners in how to obtain sources of knowledge and the need for the curricula's interest in developing future thinking skills within the objectives of the curricula to teach future thinking skills. (Published abstract)