The current research aims to identify the accumulation of knowledge and its relationship to synthetic thinking among students of science departments in the faculties of basic education.The research sample consisted of (626) male and female students from the science departments (physics branch) in the faculties of Basic Education, University of Sumer, Al-Muthanna University, Babylon University, and AlMustansiriya University.A test has been prepared to measure the knowledge accumulation of students and a synthetic thinking scale.The researchers adopted the descriptive research method (associative relationship), which shows the relationship between two variables, knowledge accumulation as an independent variable, and synthetic thinking as a dependent variable.The researchers prepared a test to measure the knowledge accumulation of students, and a measure of synthetic thinking was prepared. After the exploratory application, the validity and stability of the two tools were verified, the difficulty coefficient, the discrimination coefficient, the effectiveness of the wrong alternatives, and the paragraph's correlation with the total score of the scale were calculated. After applying the two tools to the sample, the data was processed using a statistical test equation. The researchers used a t-test for two independent samples. The results showed that there were statistically significant differences in the level of knowledge accumulation according to the variable of the study stage (second - fourth) and gender, and there were no statistically significant differences between the level of synthetic thinking according to the variable of the study stage (second - fourth). There is a difference between the level of synthetic thinking according to the gender variable and there are statistically significant differences in the relationship between knowledge accumulation and synthetic thinking according to the variable of the study stage (second - fourth) and there are no statistically significant differences in the relationship between knowledge accumulation and synthetic thinking according to the gender variable, and in light of that the researchers recommended By diversifying the learning activities in the curricula for physics that contribute to the development of synthetic thinking, the researchers suggested evaluating the undergraduate curricula in the faculties of basic education in the light of the skills of knowledge accumulation and synthetic thinking.

knowledge accumulation, synthetic thinking, students of science departments.