The Impact of Using Cognitive Apprenticeship Strategy in Science Education on the Tenth Grade Students Achievement and Improving Their Scientific Thinking in Nablus

This quasi empirical study aimed to identify the impact of using cognitive apprenticeship strategy in science education on the tenth grade students achievement and improving their scientific thinking in Nablus governmental schools in Palestine for the year 2010/2011. This study based on the following main questions: What is the impact of using cognitive apprenticeship strategy on the tenth grade students achievement in Nablus governmental schools? What is the impact of using cognitive apprenticeship strategy on improving tenth grade students scientific thinking in Nablus governmental schools? The researcher used three tools in this study which are: the Teacher's Manual for teaching according cognition apprenticeship strategy in fluids pressure, achievement test, and scientific thinking scale. The study's sample consisted of 149 students from two schools selected intentionally, the sample was divided into two groups; one experimental consisted of 41 male students and 36 female students, the other is control group consisted of 35 male students and 37 female students. The experimental group teached using cognitive apprenticeship strategy while the control group teached using the traditional method. The results showed statistically significant differences regarding the mean difference between experimental and control group for the experimental group attributed to the teaching method. Statistically significant differences attributed to gender were not found between the mean scores of males & females, no statistically significant impact between the teaching method & the gender. Concerning the scientific thinking, the results showed that there are statistically significant differences between experimental and control groups for the experimental group, & statistically significant differences attributed to gender were found between the mean scores of males & females for the females, no statistically significant impact between the teaching method & the gender.