Özet:

T of the problem-centred education strategy in developing the systemic thinking skills in science for first-grade female students in the middle school. By random assignment, Division B to form an experimental group that included 38 female students who taught him the last five chapters of the Science Book, which are in order: static electricity, current, electronics, magnets, and metals. With the strategy of problem-centered education and section C) a control group included 32 female students who taught the same content in the usual way. The students of the research sample in the two groups were rewarded with the variables (intelligence test, prior information, systems thinking). The researcher prepared a systemic thinking skills test consisting of a number of paragraphs amounting to (16) paragraphs. The researcher confirmed the validity and stability of the test by Richardson’s Keystone-81 and Beller’s Equation 81. 0, and when applying the t-test for two independent samples, the result was that there were statistically significant differences at the significance level (α = 0.05) between the average scores of the female students of the two groups in the experimental systemic thinking skills test in the two groups of students of the two groups studied the problem. The study recommended the need to use the problem-centered education strategy in teaching because of its ability to teach female students so that they can reach knowledge on their own.

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