The effect of 7E’s use on developing the creative thinking skills for preparatory year students at Najran University (Published)
The study aimed to find out the effect of using the 7E’s course on developing the creative thinking skills for students of the preparatory year at the University of Najran in the second semester of the academic year 2019/2020, and the researcher has used the semi-experimental approach. The study sample formed from (80) students of the preparatory year including two classes (control and experimental), the control group included (40) students, and the experimental group included (40) students. The researcher has used the test of creative thinking skills, and the test was applied to an exploratory sample including (20) students from outside the study sample, and the consistency of the test was calculated by using the internal consistency method Alpha Cronbach equation and it was (0.85). The results of the study showed that there are statistically significant differences at the level of significance (≤ 0.05 α) between the mean scores of the experimental group that were studied using the 7E’s course in the pre and post application to test creative thinking skills and in favor of post-implementation. The results of the current study showed that learning mathematics using 7E improves each sub-skill of the creative thinking skills.
The Degree of the Science Teachers Practice of Creative Thinking Skills at the Schools of Jerash Governorate (Published)
The study aimed at identifying the degree of the science teachers practice of creative thinking skills at the schools of Jerash governorate through their perspective by means of the questionnaire and their observations in the classroom through the note card as well as specifying the relationship between the results of the questionnaire and the note card. The study sample consisted of (210) male and female teachers; and in order to realize the research objectives, the researcher prepared a list of the creative thinking skills necessary for sience teachers and a questionnaire which included four basic domains which contained the science teachers practices related to the four fields of creative thinking in addition to a note card that incorporated the same clauses of the questionnaire. The results showed that the practice of creative thinking skills as a whole by science teachers through their perspective was average and that the degree of their practice of the same skills as a whole through class observation was low. There appeared to be a relationship between the degree of science teachers practice of the creative thinking skills from their own perspective and the degree of practicing the same skills through their observation in the classroom. In the light of the research results, a number of recommendations were produced.