The research aims to identify the effect of the strategy of imagination, organization, focus, sharing, and publishing on the scientific attitudes of fifth-grade science students. To achieve the research objective, the researcher adopted the experimental approach. A sample of 61 students from Al-Shatra Preparatory School for Boys was chosen. The sample was split into two groups: 30 students were selected as the experimental group, taught by adopting the strategy of imagines, organize, focus, share, and publish; 31 students were the control group who followed the traditional method in learning. The researcher developed a scale to measure the scientific attitudes of the research sample, in addition to an achievement test. The results showed that the strategy of imagination, organization, focus, sharing, and publishing significantly affects the scientific attitudes and achievement test of fifth-grade science students. Therefore, the null hypothesis was rejected, and the alternative hypothesis, which states that "there is a statistically significant difference at the 0.05 level," was accepted. In light of these results, the researcher concluded that there are significant differences in achievement and scientific attitudes among fifth-grade science students. The researcher recommended that chemistry teachers have to be aware of the new strategies in which the student is the center of the educational process. The researcher also suggested conducting research similar to the current one for different academic levels and other science subjects.