A proposed model for teaching chemistry based on the theories of information processing and processing and successful intelligence and its impact on the depth of knowledge among first-year secondary students.

The research aimed to identify the effectiveness of a proposed model for teaching chemistry based on the theories of information processing and successful intelligence and its impact on the depth of knowledge among first-year secondary students. To achieve this goal, the current research relied on the descriptive approach to answer its first question; in addition to the quasi-experimental approach based on the two measurements, pre and post for two groups: the experimental and control groups. The sample consisted of (64) first-year secondary students from Sabya Educational administration in two different schools. They were randomly chosen from different offices. It was randomly divided into two equal groups; one of them was experimental, (31) students who studied unit (matter: properties and changes) using the proposed model, the other was a control group, (33) students who studied the same unit in the usual way. The research tool, the depth of knowledge test, was applied during the second semester The results of the research resulted in the design of a proposed model based on the theories of information processing and successful intelligence for teaching chemistry, the existence of statistically significant differences between the mean scores of the experimental group students and the control group’s scores in the post-application of the depth of knowledge test in favor of the experimental group. The results also revealed the effectiveness of the proposed model based on the theories of information processing and successful intelligence among first- year secondary students. In light of these results,.