This study aimed to investigate the impact of the strategy of Reciprocal Teaching in developing the achievement of ninth grade female students in biology (control and regulation chapter) and their reflective thinking. The study sample consisted of (69) female students from the ninth grade at Talbeyyeh preparatory school at UNRWA, they were distributed randomly into two groups: experimental studied science using the strategy of reciprocal teaching, and the control group studied with the ordinary strategy, two scales measure achievement and reflective thinking were applied on the two groups as pretests and posttests. The results of study shows that there were statistically significant differences between the means of the control and experimental groups on the scientific achievement test and the reflective thinking scale due to the using of reciprocal teaching strategy, in favor of the experimental group.
Based on the findings of the study, the researchers recommended using reciprocal teaching strategy in teaching science, and strengthening the role of student and teacher training about this strategy.