The Interaction Between the Thinking Maps and Control Locus For Developing the Science Achievement, Reflective Thinking & Attitudes in Sciences Among 6th Students in Palestine

Abstract

The research aimed at investigating the interaction between the thinking maps and control locus for developing the science achievement, reflective thinking & attitudes in sciences among 6^th grade basic students in Palestine, and opted for the experimental and the microorganisms unit from the science textbook for sixth-grade primary, chose for the four classes from the ranks of the sixth primary schools of in Gaza strip, one experimental group (52) male and another group control (46) male, and built four research tools: the test of science achievement, test of reflective thinking, attitudes scale, and the control locus questionnaire. The research indicated the following results: the effectiveness of the thinking maps to teach science in the development of science achievement, reflective thinking, and attitudes toward sciences among a sample of research, no statistical significant interaction between the thinking maps and control locus for developing the science achievement, reflective thinking & attitudes toward sciences.