English abstract
The study aimed to identify the effectiveness of origami-based learning in the
development of visual thinking skills and the acquisition of scientific concepts among
basic first-grade students. the current study followed the experimental approach, where
one of the quasi-experimental designs, known as pre-and post-test control group with
matching, and the study sample consisted of (58) students from the first-grade students at
Khaba school for basic education (1-4), they were divided into two groups experimental,
and control group. Each group has (29) students. The researcher prepared scientific
material, a visual thinking scale, and scientific concepts test. Then the study instruments
have been verified for validity by a group of educators. Also, reliability have been verified
by calculating internal consistency using Kuder-Richardson for visual thinking scale,
which was (0,81), and for the internal consistency coefficient scientific concepts test
using Cronbach's Alpha which was (0,83). The results of the study showed that there were
significant statistical differences in the visual thinking scale, and scientific concepts test
at the level of significance (α≤0.05) for the benefit of students of the experimental group.
The researcher has recommended some recommendations, most notably is introducing
teachers to the origami, and encouraging them to activate it as a teaching method by
holding training courses, and workshops to help them how to integrate origami with the
topics of the science curriculum. Also, there were some suggestions presented, including
studying the effectiveness of origami-based learning on other variables, such as raising
students ' motivation towards learning science, and developing logical thinking
