This research aimed at developing hypotheses based on the unified theory of acceptance and use of technology (UTAUT) model and adopting a proposed model that considers the basic structures (performance expectancy, effort expectancy, social influence, and facilitating conditions) as it represents the technology features "distance education (DE)", which are independent variables that affect the dependent variables (behavioral intention (BI) to use DE), taking into consideration the moderating factors (gender, experience, and technological self-efficiency). The research adopted a tool to reveal science teachers' acceptance of using DE in the light of UTAUT, 120 teachers responded online to the tool. The results indicated that the teachers' acceptance of DE was high. It is possible to predict that teachers have BI to use DE, that gender has no effect on BI, and there are differences between the research model variables due to the teaching experience favoring teachers with less teaching experience.

This research aimed to verify the effectiveness of using the model-based thinking strategy in developing first-grade high school students’ physical concepts and inquiry thinking skills. To achieve this goal, the research used the experimental approach with a quasi- experimental design for the experimental and control groups. The sample of the study consisted of 67 students in the first grade of high school, and it was divided into two groups: the experimental group 33 students (who studied using the model-based thinking strategy) and the control group 34 students (who studied conventionally). The study used the following tools: the physical concepts test and the inquiry thinking skills test. The results of the current research revealed that there are statistically significant differences between mean scores obtained by the experimental and control groups in the physical concepts test as a whole and its different levels of knowledge favoring the experimental group, and there are statistically significant differences between mean scores obtained by the experimental and control groups in the inquiry thinking test as a whole and its different skills favoring the experimental group, and there is a positive statistically significant relationship between the development of physical concepts and inquiry thinking skills among the students of the experimental group. Finally, the research presented some recommendations and proposals, including conducting more studies on model-based thinking strategy, inquiry thinking skills, and physical concepts in various disciplines and age stages.

This research was designed to study the effectiveness of using the discrete mental skills in teaching according to Costa's model on brain information processing as well as developing and promoting thinking, creative thinking, and feelings strategies. Two teaching units (energy and chemical reactions) were chosen from the curriculum of first preparatory level. Their contents were analyzed and the concepts were restated per lesson and were taught during the first (energy) and second (chemical reactions) semesters (2013) for two classes (experimental, N= 38 and control, N = 36) of a randomly chosen girls' school, in Benha, Qualubia Governorate. A teacher guide and tests were prepared for logic, decision-making, problem-solving, and critical thinking strategies. Frank Williams' translated test was used for creative thinking and feelings strategies. After completing teaching the contents of the two units, the results indicated relative to the control that there were: 1-Significant increases in the discrete mental skills means and total scores of each strategy, 2-Significant increases in the mean total scores of each strategy, 3-The magnitude of increases in the mean scores of discrete mental skills for each strategy were higher for the chemical reactions unit than their counterparts of the energy unit, 4-The frequency distribution of the student scores according to research variables showed that scores of the chemical reaction unit were mostly grouped at the interval (>70), while those of the energy unit were scattered among the preceded intervals The research recommended the extension of implementing Costa's model in the curricula of all educational levels, and ended with three interrogative suggestions.