the effectiveness of some strategies based on A Cognitive – Load - theory in developing productive thinking skills and self-Regulation Skills in the sciences at the preparatory stage

Study abstract
The current study aimed to identify the effectiveness of some strategies based on A Cognitive – Load - theory in developing productive thinking skills and self-Regulation Skills  in the sciences at the preparatory stage
To achieve the goals of the study, the researcher prepared the study materials and tools represented in the teacher's guide and test the productive thinking in the skills of (fluency - flexibility - prediction of assumptions - deduction - interpretation - evaluation of discussions) and the scale of self- Regulation skills in science and its dimensions (self-monitoring - organizing and transferring information - time management Self-reward - Learning Resources Management - - Environmental Control) The study sample (70) of the preparatory stage students was divided into two groups, one is experimental, the unit selected is studied with strategies based on A Cognitive – Load - theory and the other is a study taught in the usual way by (35) students in each A group, and after experimental treatment and hypothesis validation, the results of the study concluded that:
1-The experimental group outperformed the control group in testing the product thinking as a whole and its sub-dimensions.
 2-The experimental group outperforms the control group in the scale of self-regulated skills as a whole and in its sub-dimensions.
3-There is a positive correlation between the experimental group students ’scores in the test of productive thinking and their scores on the self- regulated skills.