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: 4^th 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 & IV- scientific 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.