The Effect of Teaching Based on the Six Hats to Think of Science Concepts and Processes Integral Development of the Female Students in the Last Rows of the Basic Stage in Jordan

This study aimed to investigate the effect of teaching that is based on six hats to thinking to develop scientific concepts and integrated processes on the part of students of the basic stage in Jordan. The study sample consisted of (80) female students from the basic eighth grade in Jordan. They were randomly assigned to two groups, a control group who were taught science in the usual way, and an experimental group who were taught the same material using the Six Hats strategy. The two research tools were used: test of developing scientific concepts, and the test science complementary processes. The two tests were checked for their validity and reliability. The results showed no statistically significant differences at (α = 0.05) between the means of students’ scores in the experimental and control groups, in favor of students in the experimental group who studied according to the six hats strategy.