Back ground: Scaffolding is a teaching strategy that instructors use to demonstrate to students how to
solve problems while providing assistance as needed. Aim of the study: Explore the effect of
scaffolding learning strategy on development analytical thinking skills and scientific sense. Study
design: A quasi- experimental design. Setting of the study: was conducted at the classrooms in
Faculty of Nursing at Assiut University. Subject: 4th year undergraduate baccalaureate nursing
students. Sample size: convenient sample (60) was used. Data collection: I-socio-demographic data
for the studied subject, II- scaffolding learning strategy scale, III-Analytical thinking test & IVscientific
sense (cognitive aspect) scale. Results: There was a high main score in all skills of scaffolding
learning of the studied nursing students after applying this strategy than pre applying it; also, there were
improvement in analytical thinking skills and scientific sense. Conclusion: There are positive correlation
with statistically significance difference among scaffolding learning strategy and analytical thinking skills
and scientific sense among baccalaureate nursing students. Recommendations: pay attention to the ideas
of scaffolding learning strategy.
Key words: Analytical Thinking Skills, Baccalaureate Nursing Students, Scaffolding Learning
Strategy & Scientific Sense.