<![CDATA[The Effect of the SCAMPER Strategy on the Acquisition of Scientific Concepts among Fourth-Grade Primary Students in Science. This study examined the effect of the SCAMPER strategy on fourth-grade primary students' acquisition of scientific concepts in science. Its significance lies in the need to modernize science teaching methods in line with twenty-first-century requirements and to foster learners' creative thinking (Royce, 2016, p. 22). A quasi-experimental design with two equivalent groups was used. The sample comprised 60 fourth-grade students from a school in Salah al-Din Governorate, Ashur Education Department (2025–2026), divided into an experimental group (n = 30, taught using SCAMPER) and a control group (n = 30, taught using the conventional method). The groups were equated for age, intelligence, prior knowledge, and parental educational level, consistent with prior research (Laibi & Ibrahim, 2022, p. 295). Moreover, a 30-item multiple-choice achievement test on scientific concepts was developed. Validity was established through expert review, and reliability was calculated at 0.87 using the Kuder–Richardson (KR-20) formula. Results showed a statistically significant difference (p ≤ 0.05) favoring the experimental group, confirming SCAMPER's effectiveness in enhancing scientific concept acquisition — consistent with recent findings (Yüzüak & Recepkethüda, 2025, p. 12; Polat & Yılayaz, 2026, p. 160). The study recommends training teachers in SCAMPER, integrating it into teacher-preparation curricula, and extending research to other educational levels.]]>
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