The effect of self- questioning strategy in developing independent thinking in teaching physics

Abstract

This study aimed at determining the effectiveness of self- questioning strategy in developing independent thinking in teaching physics. The researcher used the Independent Thinking Test on a purposive sample consisted of (46) students from the first secondary scientific class in Amman schools in Jordan. A quasi-experimental approach was adopted. To analyze the data a statistical Package for the Social Sciences (SPSS) was used. The study showed a statistically significant difference between the means of the two groups (experiment and control group) in the independent thinking level and it was in favor of the experimental group. The study recommended preparing and developing teaching programs according to the self-questioning strategy and conducting similar studies on new samples at different age levels and new variables.