| المستخلص: |
This study aimed to characterize the effectiveness of educational scaffolding strategies in developing basic scientific operations of kindergarten children in Jordan, the study sample consists of (45) children of kg2 level (5-6) years, was chosen intentionally, distributed to the two study groups: (22) children in the experimental group, and (23) children in the control group. They were chosen from the Islamic Educational College IEC Kindergarten affiliated with the Ministry of Education in Amman, for the academic year 2019/2020. To achieve the study goals, the researcher prepared the study tools represented in: list of basic scientific operations for kindergarten children, educational guide using educational scaffolding strategies, and basic scientific operations test for kindergarten children after making sure of its validity and reliability. The results of the study showed a difference in the adjusted mean scores of the educational scaffolding strategies group and the control group in favor of the educational scaffolding strategies group, ANCOVA was used to analyze children scores based on the variable of the teaching method, there is a significant difference at (α = 0.05) between the adjusted mean scores of the overall performance on the Post Test in favor of the experimental group, taught with educational scaffolding strategies compared with the control group who have been taught with traditional method. The adjusted mean of the experimental group was found to be (27.03) in comparison with the mean score of the control group (12.39), who were taught in the traditional method. Moreover, means and standard deviation of males and females at the experimental group results showed that there are no statistically significant differences at the level of significance (α = 0.05) between males and females at the experimental group, in addition to all operations or skills. Additionally, results showed that there are statistically significant differences at the level of significance (α = 0.05) between the mean scores of the members of the experimental group on the scale of the basic scientific operations between the Post-Test and Consecutive-Test in favor of Post-Test, in addition to the fields (Observing, Classifying, and Predicting Skills). On the other hand, measuring skills showed no statistically significant differences at the level of significance (α = 0.05) between the mean score’s members of the experimental group. Furthermore, results showed no statistically significant differences at the level of significance (α = 0.05) between males and females at the experimental group in the Consecutive-Test, in addition to all operations.
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