الفهرس 
الاطار العام للبحثOnly 14 pages are availabe for public view
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Abstract
The research aimed to develop the depth of scientific knowledge for first- grade secondary school students through the use of the Thinking Actively in Social Context Model (TASC). Therefore, this aim has been prepared as a list in the form of nine levels of depth of scientific knowledge that students need to develop. To achieve this goal, a list of the levels of depth of scientific knowledge required for students was prepared. The research tool was to test the depth of scientific knowledge, The results showed that there was a statistically significant difference between the average scores of students in the experimental and control groups in the post-application of the depth of scientific knowledge test, where the value of (t) for the depth of scientific knowledge test as a whole was (20.92), which is significant at the significance level (≤ 0.05) in favor of the experimental group, It also showed that there was a statistically significant difference between the average scores of the experimental group students in the pre- and post-applications of the depth of scientific knowledge test, where the value of (t) for the depth of scientific knowledge test as a whole was (94.97), which is significant at a significance level (≤ 0.05) in favor of the post-application. The effect size was calculated as Eta square (2) to measure the effectiveness of the Thinking Actively in a Social Context (TASC) Model in developing the depth of scientific knowledge among the students of the research sample. Its value for testing the depth of scientific knowledge as a whole reached (0.997), which is a large effect size, The research recommended using models, approaches and strategies to develop the depth of scientific knowledge in science in general and biology in particular, including the Thinking Actively in a Social Context (TASC) Model.