أثر توظيف استراتيجية تنال القمر في تدريس العلوم على التفكير الناقد لدى طالبات الصف الأول المتوسط
This study aimed to investigate the effect of POSSEAR strategy in science teaching on critical thinking of seventh-grade female students. A quasi experimental approach was used through a random selection of 30 students in each group. Two units, life variation, life, and environment were taught using POSSEAR strategy to experimental group. Control group was taught via traditional method. Watson and Glasser scale for critical thinking was used to collect data. The study's results showed statistically significant difference with (35.53) mean for experimental group and (30.667) for control group, which indicates the effectiveness of the POSSEAR strategy on developing critical thinking. The effect size was (1.055), which is a very large impact due to the application of the POSSEAR strategy. The study suggested recommendations, including training workshops for in-service science teachers and supervisors to introduce the POSSEAR strategy and apply it in classrooms to utilize the strategy to enhance critical thinking. (Published abstract)