Abstract
The aim of the research is to find out the effect of the (face-conclude-answer) strategy on the achievementof fourth-grade students in chemistry and branched thinking. Research sample was 53 students dividedinto two groups: A group was 27 students as experimental group and B group was 26 students as controlthen equalized in the following variables: academic achievement of the chemistry subject for the thirdintermediate grade, previous scientific knowledge of their information, intelligence test, chronological ageand branched thinking test. The test was 35 items, where 26 was multiple choices question and 9 are articleparagraphs. The validity was verified after the experiment in the academic year 2019-2020 by the researcheron the two research groups and according to the teaching plans that were prepared for them and appliedthe achievement test and the results showed the superiority of the experimental group that was studiedaccording to the strategy (faced -conclude- answer) on the group that studied according to the usual methodin a variable Academic achievement.
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