Basic Informations

C.V

Faculty Member

Curriculum vitae

First: Personal Information:

Name: Dr. Hala Abd El Kader Said El-Senousy

Date of Birth 2nd December 1975                                       Place of Birth: Egypt

Current Position: Assistant Professor

Institution: College of Education – Beni- Suef University

Province: Curricula & Science Methodology

Department: Curricula, Methodology& Instructional Technology

Marital Status: Married

Second: Qualifications:

 

 

M.A Thesis Title:.

"Effectiveness of a Suggested Programme in the View of Integration among Science, Technology and Society (STS) for Enhancing the Scientific Literacy for Students of Elementary Education Branch of Faculties of Education "

PhD Thesis Title:  .

"Effectiveness of a suggested Program in Chemistry for Enhancing the Scientific concepts, critical thinking skills and Attitude toward Chemistry learning for the high School Students”

 

Third: Training History:

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Four: Career Hierarchy:

Five: Courses Taught by Faculty Member:

 

 

Six: Research Supervised by the Member:

Seven:

(A) Published Works in Refereed Journals:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 (B) Works Approved for Publication in Refereed Journals:

 (C) Scholarly Activities (Evaluation of  MA& PhD. Thesis , Participation in Curriculum Development Committees:

Eight: Refereed Books :

 

 

 

Nine: Participation in Conferences , Symposiums , Workshops, Seminars and Scientific Forums:

Ten: Formed Committees Membership:

Eleven: Scientific Associations Membership:

Master Title

"Effectiveness of a Suggested Programme in the View of Integration among Science, Technology and Society (STS) for Enhancing the Scientific Literacy for Students of Elementary Education Branch of Faculties of Education"

Master Abstract

Cairo University Beni- Suef Branch Faculty of Education Department of Curricula, Methodology "Effectiveness of a Suggested Programme in the View of Integration among Science, Technology and Society (STS) for Enhancing the Scientific Literacy for Students of Elementary Education Branch of Faculties of Education" M. / A. Research Submitted By Hala Abd El Kader Said El Senose Demonstrator at the faculty of education at Beni- Suef Branch For Obtaining M. A. Degree in Education (Specialized in Curricula and Science Education) Supervised by Prof. Dr. Tammam Esmail Tammam Professor of Curricula and Science Education Vise Dean Faculty of Education- Minia University Ass. Prof. Mohamed Hammad Hendy Associate Professor of Curricula and Science Education Faculty of Education-Cairo University Beni- Suef Branch 2003
SUMMARY Introduction: The 21st century is rapidly witnessing a variety of scientific, technological, and social changes and developments that have nearly impacted all aspects of our social, intellectual, political and health lives. And to meet the challenges of such a scientific and technological revolution, it has become incredibly necessary to prepare citizens for scientific literacy. In this way, scientific literacy has developed into one of the main objectives of scienctific education programmes and pedagogy, so as to help citizens adapt to the scientific and technological developments in their communities. In consequence, it has become imperative upon science educators to train general education and university education students on scientific understanding and for scientific literacy so as they may discern the intricate relationship between science, technology and society, and perceive the social function of science in society. Educators in this way are burdened with such a responsibility to teach for scientific understanding and for a science, technology and society approach that helps boost scientific literacy to meet the requirements of the future life of citizens as would-be members in a techno-scientific society. Statement of the Research Problem: Pertinent studies and a swift review of the relevant literature, all clearly indicate that there is a dire need to reconceptualize the way pre-service teachers’ preparation programme and their content are structured and developed from a science, technology and society perspective. This STS perspective if adopted is thought to help conduce to scientific literacy in an efficient way in student teachers. Present research suggested that current pre-service teachers’ preparation practices are well behind and failing to achieve a suitable level of scientific literacy in student teachers. And hence the need for exploring the effects of an STS approach as for developing the pre-service teachers’ preparation for purposes of scientific understanding, and scientific literacy in elementary education student teachers in the faculties of education in Egypt. The problem of the research can tacitly be formulated in the following main question: “What the effectiveness of a suggested programme in the view of integration between Science, Technology and Society (STS) for enhancing the scientific literacy for students of elementary education branch of faculties of education? Branching off this main question come the following sub-questions: 1- What is the suggested programme in the view of integration between science, technology and society for enhancing the scientific literacy for students of elementary education branch? 2- What is the statue of scientific literacy level for the student teachers of  elementary education branch, at faculty of education? 3- How far do pre-service teachers' preparation programmes in the Faculty of education contribute towards developing scientific literacy in student teachers of elementary education branch? 4- What is the impact of the suggested programme towards developing scientific literacy in student teachers of elementary education branch, subjects of the experimental group? 5- What is the effect of the academic specialty on the status of scientific literacy in the experimental subjects of the research? 6- What is the effect of gender differences on the status of scientific literacy in the experimental group? Significance of the Research: This research is thought to be important for the coming considerations: 1- This research keeps pace with the latest in the field of scientific education in a manner that confirms the reciprocally interactive relationship between science, technology and society in the educational system; 2- It is an attempt at contributing to develop scientific literacy in student teachers, subjects of the research so as to be abreast of the cultural, social and educational requirements of modern society. 3- It is directed specially towards a stratum pre-service elementary teachers, in considering with them important role in the building of future generation. When people are expected to better cope with the scientific and technological advances in knowledge and science applications; 4- This research could be helpful for those interested in science education curriculum development or for organizers of in-service teachers training seminars and workshops. Objectives of the Research: This research aims at achieving the following objectives: 1- Developing a framework for an STS-based programme including coeval (STS) issues for scientific literacy to be included in the culture component in pre-service elementary teachers' preparation programmes and experimented the STS-based programme. 2- Assessing the extent of elementary grade teachers’ preparation Programmes participation in enhancing the scientific literacy for them, through assessing the significance value of scientific literacy for the diagnostic research’s sample student teachers. 3- Assessing the effectiveness of the suggested programme on developing scientific literacy for the experimental research’s sample student teachers. 4- Recognizing the effects of academic specialization on enhancing scientific  literacy for the experimental research’s sample student teachers. 5- Determining the effects of gender factor on scientific literacy for the experimental research’s sample student teachers. Limitations of the Research: The present research is delimited by: 1- A randomly selected sample of elementary student teachers from the Faculty of education at Beni Suef off Cairo University, Egypt. 2- Applying the scientific literacy scale on random sample of freshmen and seniors of the elementary branch only (diagnostic research’s sample). 3-Experimentalizing the suggested programme is done only on juniors of the science education department and the social studies department of the elementary branch (experimental research’s sample). 4-The experiment continued for seven weeks during the academic year 2001- 2002 after doing a diagnostic study. Hypotheses of the research: The present research tried to tested the following hypotheses: 1- The general level of scientific literacy in freshmen and seniors of the elementary branch of faculty of education is below the sufficient limit of scientific literacy scale, (80%) of total score. 2- There is a statistically significant difference between the mean scores of the freshmen and the seniors, elementary branch as to the scientific literacy scale due to current pre-service teachers’ preparation programme practices in favor of the seniors. 3- There is statistically significant difference between the mean scores of the experimental research’s sample students in the pretest and the posttest on the scientific literacy scale in favor of posttest scores. 4- There is a significant difference between the mean scores of the students specialized in science, and scores of the students specialized in social studies, in the post- test of scientific literacy scale, due to the effect of academic specialization in favor of the science specialty. 5- There is a significant difference between the mean scores of the male and female students, in the post- test of scientific literacy scale, due to the effect of gender factor, in favor of the males. Sampling and Population of the Research: Diagnostic and experimental grouping has been randomly done for the experimental design. The diagnostic sample was 582 in number taken from freshmen and seniors of the student teachers elementary branch education. The experimental group was 45 in number randomly constituting one experimental  group for the researcher to identify the effects of the suggested programme on developing scientific literacy in them as to gender differences and specialty differences. The Sample of the Research: Random samples were selected for both experimental and diagnostic studies. The diagnostic research’s sample consists of (178) student taken from freshmen and (342) from seniors of the student teachers of elementary branch education. And the experimental research’s sample consists of (43) student selected from the juniors of the departments of science and social studies of elementary branch education Method of the Research: To achieving the aims of the present research and testing its hypotheses the following research methods have been manipulated: The Descriptive Method: To define the STS issues and concepts of date that should be included in the programme content and criteria for building the programme and other research instruments. The Experimental Method: To assess the effectiveness of the programme suggested and to determine the effects of specialty, and gender factor of the programme as to the development of scientific literacy. Variables of the Research: Dependent: Scientific literacy Independent: the STS- suggested Programme Tools and Instruments of the Research: The STS programme A Teacher's Guide Scientific literacy Assessment composing of 110 items ranging between cognitive and affective domains, all developed by the researcher. Research Procedures: To respond to the questions of the research and to verify its hypotheses, the following procedures have been taken: 1. Laying out the theoretical foundations and framework for the research so as to build on a set of criteria applicable for the STS programme; Reviewing previous studies of relevance to the present research; Studying the international latest trends in science education pertinent to the current STS issues. Reviewing the projects of scientific literacy worldwide. 2. Developing a checklist of the main issues and the sub-issues related to STS to  be included in the suggested programme; 3. Developing the framework of the suggested programme in the view of the issues checklist, developing the objectives of instruction, and developing instructional methodology and evaluation procedures. 4. Editing the final version of the programme based on what feedback the researcher has been given from the jury that adjudicated the programme; 5. Developing the scientific literacy assessment; 6. Evaluating the contribution of the suggested programme, upon implementation, in developing scientific literacy in elementary student teachers; 7. Assessing the effectiveness of the suggested programme. Findings and Conclusion of the Research: As for the first hypothesis, mean scores have been calculated and so were percentages and standard deviations to assess the level of scientific literacy in elementary student teachers in the freshman and senior years, it was found out that the students on the diagnostic test were far behind the level of competence determined at 80% by the researcher before the inception of the research; freshmen reached 73% on the scale, and seniors were 71%. This finding is less than the competence level and is most probably ascribed to current pre-service preparation programme practices. As for the second hypothesis, a t-test was done at 0.05 level of significance, and it was found out that freshmen are better scientifically literate than seniors with a calculated t of 2.2; this indicates that freshman are more scientifically literate than seniors. As for the third hypothesis, the t test calculated (13.22) is greater than the tabular t value (2.7) at 0.01 level of significance indicating that there are significant differences in favor of the programme suggested on the posttest. Effects were assessed, and the d was calculated indicating that the difference is greater and for the posttest scoring; also 2 has been assessed to verify the effects which were determined to be in favor of the programme that contributed effectively towards developing scientific literacy in the experimental subjects. As for the fourth hypothesis, significant differences were found between the main scores of social studies and the main scores of science student teachers in favor of the specialty of science before instruction in the programme; differences were assessed on a t-test. In post-testing, a t-value was obtained and it was 1.8 where little or nearly no significance was found for specialization. That is, there is no effect of specialization upon studying the suggested programme, in favor of  the science or social studies students. This also means that the programme is valid for pre-service usage. And as for the fifth hypothesis, gender differences have been determined as of no significance on literacy development using the suggested programme, where a t-value was assessed at 0.51 which is far less than the tabular value, indicating the insignificance of the gender as a factor upon learning the STS-based scientific literacy programme. Recommendations: Based on the findings reviewed above, the present research recommends that 1- Emphasizing the latest trends in scientific education and science education standards in Egypt, with prioritizing the STS approach; 2- Scientific literacy is included as one of the main objectives of developing preservice teachers’ preparation programme; 3- Coordination between faculties of education and science and technology authorities is done; more opportunities be given to students who exhibit science interests no matter what specialty they are; Relating science content to STS issues; 4- Holding sessions, seminars, workshops and conferences that deal with STS applications to education and literacy; 5- Holding in-service training programmes based on the STS approach; Disseminating STS issues and notions through the media and information mouths; 6- Achieving integration of science, technology and society issues in the separate discipline curriculum; 7- Emphasizing the ongoing in-service training of teachers for purposes of scientific literacy and the latest in scientific education. Suggested Research Topics: 1- Developing courseware that integrates science, technology and society and piloting this courseware in elementary, middle and secondary schools; 2- Developing STS-integrated courseware from an interdisciplinary or transdisciplinary perspective; 3- Conducting a comparative study that may assess the effects of STS-based preservice training and non-STS-based in-service training teachers; 4- Developing STS courseware for instruction in Ecology and in environmental education; 5- Conducting survey sties to collect data on the latest issues in science that backlash on society.

PHD Title

"Effectiveness of a suggested Program in Chemistry for Enhancing the Scientific concepts, critical thinking skills and Attitude toward Chemistry learning for the high School Students”

PHD Abstract

Beni- Suef University Faculty of Education Department of Curricula& Methodology "Effectiveness of a suggested Program in Chemistry for Enhancing the Scientific concepts, critical thinking skills and Attitude toward Chemistry learning for the high School Students” PhD. thesis for Obtaining PhD. Degree in Education (Specialized in Curricula and Science Education) By Hala Abd El-Kader Said El-Senousy Assistant Lecturer in Curricula and Methodology Department, Faculty of Education, Beni-Suef University Supervised by Prof. Dr. /Ahmad Ahmad Abd El-Kalik Professor of Physical Chemistry Faculty of Science Beni-Suef University Prof. Dr. / Andreas Kometz Professor of Chemistry Education Faculty of Educational Sciences Humanities, Friedrich Alexander, Erlangen-Nürnberg University, Germany Dr. / Emad El-Din A. El-Wasimy. Associate Professor of Curricula and Science Education Faculty of Education-Beni-Suef University 2009 Introduction: There is no doubt that the scientific progress in the current period requires a special kind of persons, whom have awareness to understand and apply this progress in their life; thus the students' ability to accommodate with the future requirement depends on their skill for standard and critical thinking. These lead to increase the national and international interesting to develop thinking and its skills as one of the most important trends of the educational process. As a result the educational scientists refer to critical thinking developing as a one of the most important Educational products for developing the Educational curriculum especially scientific one. The high school is very essential stage in the Educational system, which guide to higher Education and maturity. Chemistry is vital subject for many studies in higher Education; the current advanced trends call within the research-based implication for future chemical and science education were critically discussed. The strong commitment to disciplinary strength in chemistry teaching has resulted in failing to strengthen the links between the advances social/individual sciences and in the students' introduced information. For a along time, science and particularly chemistry made a huge impact on people's lives. There is no science other than chemistry could change our live as much as chemistry did. We didn't realize it, but whoever we are; wherever we live chemistry is present in everything. We do, improving our lifestyle and the world about us. In the future, society expect from scientists to invent new materials, new sustainable ways to make use, and dispose of them to help more people to appreciate the impact of Chemistry on everyday life will increase, therefore it is essential for the students to have suitable grounding about Chemistry to esteem, learn and take it as job. The important connection of students' learning of daily life and societal issues are appearing in many principles that deal with the role of Chemistry on everyday life. Developmental researches offer many principles as: "need-to-know", "Learn- to- Use", "Useful Chemistry", "Chemistry for life", "Chemistry in life", "Chemistry in individual social context", "Chemistry and you", "green Chemistry", " Chemistry in context" ect. And the entire principles based on authentic practices and projects, offer approach for developing a context-based chemistry curriculum, and how students can see the role of chemistry in their life without all complex theoretical details, this role might be useful or might be harmful, and that need critical thinking to decide. There is a need to perform a lot of psychological studies and applications, on developing critical thinking skills by considering the students' needs, and teaching Chemistry that depending on discovering the information, with giving an adequate chance for critical analysis, examining and evaluating. This is possibly to change the negative attitude toward chemistry learning and other scientific subjects, and adjust the students choosing to continue scientific studying and occupation. The pervious studies concerning with evaluation of the current state of Chemistry educational process showed that there were some problems as reduction in the students' numbers whom choose chemistry learning, where the students had negative attitudes toward chemistry learning, shortage in students' thinking skills either in high or low levels and restriction in gathering information of practical way. In Addition the curricula contain old information, offer very complex concepts, traditional methods of teaching and methods of evaluation focus on achievement without interesting in the usage of knowledge or critical thinking on its importance in modern scientific life. So there is a gap between what the student learn in the school, and what he and his society need to match the scientific progress from the other side. So there is a great inquiry today in how to reduce the gap between the cognitive, emotional outcomes of the conventional high chemistry curriculum and what are the aims to be attained. So the researcher found that there is a need to prepare a suggested program in teaching chemistry and developing critical thinking skills for high school students. Although various studies were done in this field there are shortage in Arabic studies aimed to develop scientific concepts, critical thinking skills, and attitude toward chemistry learning. Based on the available literatures there are no empirical studies dealing with production of a program in chemistry for high school that takes the "daily life domains of chemistry" as philosophy for preparing a program. Identification of the research problem: There is a large necessary to show the importance of science in the student life; that may guide him to prefer this science. Especially, Chemistry is one of the most important branches of science in our daily life, where we realize the role of Chemistry in all of our life domains. So it may be propose that introducing the important role of Chemistry in the life of student in high school with fascinated way. This will encourage him to think critically on its concepts and he will be positive toward Chemistry learning. The previous studies and what the researcher detected through using questionnaires to explore the views of some students, teachers, and directors of high school of chemistry indicated that the curriculum of chemistry in this stage didn’t develope from this point and there are some difficulties in understanding some topics, which guide the students to learn information without interesting, understanding, or analyzing it. Most caring directed to reach high degrees, without giving them the chance for doing mind and thinking, also there is a deviation in doing experiments, applying activities and the question of evaluation with an open ends, all these points hinder the students attitude toward chemistry learning. The problem of the current research identified through the following main question “What is the Effectiveness of a suggested Program in Chemistry for Enhancing the Scientific concepts, critical thinking skills and Attitude toward Chemistry learning for the high School Students?” From this main question following question branched: 1) What are the problems that face the high school students and hinder the Students Chemistry learning? 2) What are the domains and subjects of chemistry which could be included in the content of the suggested program? 3) To which extent the current chemistry curricula in high school included the suggested domains and subjects? 4) What is the general framework for the suggested program in chemistry for high school students? 5) What is the effectiveness of the suggested program in developing the scientific concepts for the high school students? 6) What is the effectiveness of the suggested program in developing the critical thinking skills for the high school students? 7) What is the effectiveness of the suggested program in developing attitude toward chemistry learning for the high school students? The importance of the research: - 1- Thinking developing and especially critical thinking considered one of the most important aims which the scientist call during the 21st century. 2- The research may consider a try to help curricula designers to develop the chemical program for high school Students in a critical way by discussing and evaluating the modern concepts. 3- The suggested program may be useful for the planners of the curriculums of science in thinking skills. 4- The research may be useful for supporters of building tests in chemistry to measure some point such as, critical thinking, academic achievement and the attitude toward chemistry learning. Objectives of the Research: This research aims to determine: 1- The problems that face the high school students and hinder the Students Chemistry learning. 2- The domains and subjects of chemistry which could be included in the content of the suggested program. 3- The extent of the current chemistry curricula in the high school included the suggested domains and subjects. 4- The general framework for the suggested program in chemistry for high school students. 5- The effectiveness of the suggested program in developing the scientific concepts for the high school students. 6- The effectiveness of the suggested program in developing the critical thinking skills for the high school students. 7- The effectiveness of the suggested program in developing attitude toward chemistry learning for the high school students. Hypotheses of the research: Hypothesis of the research appear as the following: 1) The curricula of Chemistry (aims, contents) don't take into account the suggested domains and subjects of chemistry in suitable level. 2) There is a statistically significant difference between the mean degrees of the student in the experimental group in the pretest and their degrees in the posttest of the “achievement test” in favor of the posttest. 3) There is a statistically significant difference between the mean degrees of the student in the experimental group in the pretest and their degrees in the posttest of the “test of critical thinking skills” in favor of the posttest. 4) There is a statistically significant difference between the mean degrees of the student in the experimental group in the pretest and their degrees in the posttest of the “scale of attitude toward chemistry learning” in favor of the posttest. Tools and instruments of the research: The following tools are used in this research (prepared by the researcher): • The materials of experimental treatment as the suggested program, the experimental unit, teacher guidebook, and the students' papers • The achievement test for scientific concepts of the experimental unit. • The test of critical thinking skills. • The Scales of attitude toward chemistry learning. The method of the research: The following research methods manipulated -The Descriptive Method: To describe the list of daily life chemical domains, and the evaluation of current chemistry curricula. -The Experimental Method: To assess the effectiveness of the suggested program depends on one experimental group, and the comparison of the results between the pre-test and post-test. Variable of the research: The dependent variable:- - The suggested program as showed by the experimental unit consists of aims; contents include suggested daily life domains of chemistry (Chemistry and Energy), teaching strategies and styles of evaluations, which are suitable to perform the experimental unit. The independent variable: - - Knowledge in scientific concepts. - Critical thinking skills. - Attitude toward chemistry learning. Procedure of the Research: Procedure of the present research according to the following steps: 1) Preparation of the theoretical construction for the research through knowledge on previous literary and educational psychological studies which related to research variables. 2) Identify the difficulties and causes that hinder chemistry learning for high school students, through preparation of questionnaire for student and their teacher opinions around those reasons. 3) Preparation of a list includes some domains and subjects of daily life chemistry which could be included in the suggested program. This occurs through: a- Scanning the previous studies, projects and experiments in the field of developing of chemistry curricula to survive the new trends. b- Using some textbooks and scientific journals related to chemistry sciences and their applications (daily life) domains. 3) Showing a list of daily life domains and subjects of chemistry to experts to determine the level of its importance and suitability for the students of the high school, and modify it according to their suggestion and opinion as ten domains: Introduction to Chemistry - Nutritional Chemistry- Agricultural Chemistry- Medical Chemistry- Energy Chemistry -Environmental Chemistry- Nuclear Chemistry- Industrial Chemistry- Chemistry of sold waste - New Chemical materials. 4) Converging the list of ten principle domains and arranging it into many sub- domains and the concepts details of entire domains, then showing a list of daily life domains and subjects of chemistry to experts to determine the level of its importance as content of the suggested program, and modify it according to their suggestion and opinion to reach the final form. 5) Preparing two aids of investigation analyzing the high school chemistry curricula (aims and content) in the view of the list, and Showing it to Educational experts. 6) Analyzing the aims and content of current chemistry curricula in the first class and high grade in the view of the two investigation aids to withstand on the extent of contaminating the chemical daily life domains. 7) Survey the opinions of some high school chemistry teachers about the extent of contaminating the chemical daily life domains in the current chemistry curricula. 8) Preparing the general framework of the suggesting program, by elements and component in a shape of units for those students. 9) Showing the framework to experts to determine its validity, and which the importance of the units, and modify it to reach the final form. 10) Choosing the most important unit of the suggesting program to be experiment unit for the first class of high school students. 11) Preparing a student book, learning papers and teacher guidebook for the experimental unit and Showing them to experts to determine their validity. 12) Preparing the tools for measurements of the experimental unit, and Showing them to experts to determine their validity. 13) Accomplishing the experiment of the research. 14) Analyzing, showing, and conclusions interpretation of the results. 15) Showing the recommendation according to the results of the research. The Results of the Research: As for the first Question: What are the problems that face the high school students and hinder the Students Chemistry learning? - The mean scores of students responds and teachers responds have been calculated and so were percentages to assess the value of the reasons that may hinder the Students Chemistry learning: -According to the students opinion the following reasons hinder their chemistry learning, first is the topics that included in chemistry content 58 %, second is the students' negative attitudes (48%), while the chemistry nature is the last reason 46%. -According to the teachers opinion the topics that included in chemistry content and the students' negative attitudes had the similar rank 58 %, 52%, and the chemistry nature is the next reason 46% that hinder the Students Chemistry learning. As for the second Question: What are the domains and subjects of chemistry which could be included in the content of the suggested program? - It was answered during the research procedures, as the final domains list showed in appendix (4, Pp 152-156). As for the third Question: to which extent the current chemistry curricula in high school included the suggested domains and subjects? - Scores have been calculated and so were percentages to assess the extent of including the current chemistry curricula (aims and content) the suggested domains and subjects in the view of the two analyzing aids: According to the aims: the current chemistry curricula included only (first class 32, high grade 30) aim as 13 % of the total (238) suggested aim, so it is very less than 60% which the current research considered as suitable including level. According to the content: the current chemistry curricula included only (first class 31, high grade 30) topic as about 15 % and 14% of the total (208) suggested topic, so they are very less than 60% which the current research considered as suitable including level. According to the teachers opinions- for aims: the current chemistry curricula included 15 % aim of the suggested aims, and for content: about 17% of the suggested topics, so it is similar to the researcher results and also very less than 60% which the current research considered as suitable including level. - And hence the first hypothesis can be accepted as "the curricula of Chemistry (aims, contents) don't take into account the suggested domains and subjects of chemistry in suitable level". As for the fourth Question: What is the general framework for the suggested program in chemistry for high school students? - It was answered during the research procedures, as framework showed in the appendix (12, Pp 192- 197) As for the fifth Question: What is the effectiveness of the suggested program in developing the scientific concepts for the high school students? - means scores have been calculated and standard deviations to assess a t-test, it was done at 0.01 level of significance, as the calculated t value was 14.43 and more that tabled 2.7; so a significant difference was found between the main score of pretest degree and the main score of posttest in favor of posttest of achievement test. - This revere that the learning of the experimental unit enhances the scientific concepts as showed by achievement test for the high school students. - And hence the second hypothesis can be accepted as "there is a statistically significant difference between the mean degrees of the student in the experimental group in the pretest and their degrees in the posttest of the “achievement test” in favor of the posttest". As for the sixth Question: What is the effectiveness of the suggested program in developing the critical thinking skills for the high school students? - means scores have been calculated and standard deviations to assess a t-test, it was done at 0.01 level of significance, as the calculated t value was 13.5 and more that tabled 2.7; so a significant difference was found between the main score of pretest degree and the main score of posttest in favor of posttest of critical thinking test. - This revere that the learning of the experimental unit enhances the critical thinking skills as showed by critical thinking test for the high school students. - And hence the third hypothesis can be accepted as "there is a statistically significant difference between the mean degrees of the student in the experimental group in the pretest and their degrees in the posttest of the “test of critical thinking skills” in favor of the posttest". As for the seventh Question: What is the effectiveness of the suggested program in developing attitude toward chemistry learning for the high school students? - means scores have been calculated and standard deviations to assess a t-test, it was done at 0.01 level of significance, as the calculated t value was 14.03 and more that tabled 2.7; so a significant difference was found between the main score of pretest degree and the main score of posttest in favor of posttest of attitude toward chemistry learning scale. - This revere that the learning of the experimental unit enhances the attitude toward chemistry learning as showed by attitude toward chemistry learning scale for the high school students. - And hence the fourth hypothesis can be accepted as "there is a statistically significant difference between the mean degrees of the student in the experimental group in the pretest and their degrees in the posttest of the “scale of attitude toward chemistry learning” in favor of the posttest". Recommendations: Based on the reviewed findings, the present research recommends that 1- Emphasizing the latest trends in chemistry education in high school, such daily life approach in curricula developing. 2- Including the important role of chemistry in chemistry curricula to encourage the positive attitude toward chemistry as one of the main educational aims. 3- Introducing the chemistry curriculum in the first class during the whole year, not only one semester, to give real chance for thinking development. 4- Achieving separate discipline daily life chemistry curriculum for the students whom; did not choose to learn scientific subjects branches. 5- Holding seminars, workshops and conferences that deal with chemistry applications for the different educational stages and teacher preparation training programs. 6- Offering the chance for some lessons for the students to discuss the scientific and chemical issues that they hear or see through the media critically, and reaching the accurate opinion by information investigation. 7- Emphasizing the ongoing in-service training of teachers to purpose of active learning methods and the latest trends of scientific education. 8- Encouraging the publishers and books store to introduce many chemistry books in the view of daily life to choose between them. 9- Taking in consideration the teachers opinions by chemistry curricula developing. 10- Providing the class library with many books and journals to encourage the students to read about the chemistry importance in life.