The Effect of Teaching Strategies Based on Multiple Intelligences on the Scientific Achievement and Thinking among Second-year Intermediate Female Students in Physics

Abstract

The current research aims to identify (the effect of teaching strategies based on multiple intelligences on the achievement and scientific thinking of second-grade students in the middle school in science (physics)), and for the purpose of verifying the research objective, the following two hypotheses were formulated:-

1- There is no statistically significant difference at the level (0.05) between the average scores of the experimental group who study physics according to teaching strategies based on multiple intelligences, and the average scores of the control group who

2-There is no statistically significant difference at the level (0.05) between the average scores of the experimental group who study physics according to teaching strategies based on multiple intelligences, and the average scores of the control group who study the same subject according to the usual method of scientific thinking.