Abstract:
This study aimed at investigating the effect of a science instruction based on two teaching thinking approaches; Imersion and Infusion on developing seventh graders thinking, and at investigating this effect among these graders groups according to their gender and achievement levels and its interaction. To accomplish these aims, lessons plans based on the two approaches were designed, and previous test for criticle thinking was adopted. The participants were (241) students, and are randomly assigned to one of three groups. The three study groups (two experimental and one control group) were pretested, treated, and then post - tested. The study data was collected and analyzed using statistical and yses. The following findings were inferred: - The critical thinking developing of the seventh graders of the two treatments groups was statistically higher than that of their counterpart of the traditional method - The critical thinking development of the seventh graders of the two treatments groups does not differ statistically. That would be attributed neither to their gender nor to their achievement levels and nor to the interaction between their two factors. It was advised to practice these two approaches in teaching science to develop the students’ critical thinking.
