Science Journal of Education 2014; 2(2): 44-49 Published online April 10, 2014 (http://www.sciencepublishinggroup.com/j/sjedu) doi: 10.11648/j.sjedu.20140202.12 The effect of using thinking maps strategy to improve science processes in science course on female students of the ninth grade Salah A. Al-naqa 1 , Mohammed F. Abu-Owda 2 1 Associate Professor of Science Teaching Methods, the Islamic University of Gaza 2 Assistant Professor of e-Learning and science, the Islamic University of Gaza Email address: snaqa@iugaza.edu.ps (S. A. Al-naqa), modaa@iugaza.edu.ps (M. F. Abu-Owda) To cite this article: Salah A. Al-naqa, Mohammed F. Abu-Owda. The Effect of Using Thinking Maps Strategy to Improve Science Processes in Science Course on Female Students of the Ninth Grade. Science Journal of Education. Vol. 2, No. 2, 2014, pp. 44-49. doi: 10.11648/j.sjedu.20140202.12 Abstract: The study aimed to uncover the effect of using thinking maps strategy in the improvement of science processes in science course among Female Students of the Ninth Grade. To achieve the study objectives, the researchers used both of the experimental and descriptive curriculum. They also built a scale of science processes. The study has been applied on a sample of 40 female students from the ninth grade in Khanyounis school for females which are divided into (EG=20) and (CG=20) students. After the implementation the study discovered the existence effective impact to use thinking maps strategy to improve science processes of the female students of the experimental group. Keywords: Thinking Maps Strategy, Science Processes, Classification Process, Conclusion Process, Observation Process 1. Introduction The era in which we live now witness a tremendous development in various felids of life which is considered as a reflection of the great cognitive evolution in all branches of science and technology. As a result educators are facing problems on how to prepare future generations to deal with the science and technique that is associated with it to face the challenges of this era. This will prompt them to bring fundamental changes in the objectives of science teaching to make the student understand the science, as a knowledge and organized building which can be possible to be reached through careful observation, measurement and experimentation, and then the roads or operations that could be reached by, which is considered an integral part of science itself. From this view, the American Association for the Advancement of Science (AAAS, 1993) pay attention to the goals of science teaching and rewrite its composition to suit the requirements of the current century, during planning of the project (2061), which began in 1989, through training the students to practice thinking skills, survey and the basic processes of science and integration. The views of educators have agreed that there is importance to rely on the teaching of science on the roads and the mental processes that to reach a scientific knowledge and focus on the relations between the student and the learning process and educated material, also that focus on practicing science skills of output task of the scientific education (Shehab & AL-jondi, 1998). In this regard Albaeli (2003) confirms that learning science processes help students to learn new concepts apply what has been learned in new situations, and develop some mental processes such as: careful observation, data collection and analysis them, and having logical explanations to the phenomena, as well as some of the scientific and desired trends, such as curiosity, and scientific rigor and objectivity. In the context of concerning on the development of science processes there were several strategies that are aimed to provoke thinking, attract attention, enhance absorption and improve the mental abilities of learners, including strategy of maps thinking, which is defined as the tools of effective thinking with high-efficiency represent optical Content, and innovative models for information content (Schlesinger, 2007:39)