أثر استخدام الحاسب الشخصي المدرسي والسبورة التفاعلية لتدريس العلوم في التفكير الإبداعي لتلاميذ الصف الثاني الأساسي في المدارس الخاصة الأردنية

Abstract

Abstract:This study aimed at inquiring the effect of using School PC and interactive board on creative thinking in science for basic second grade students in private schools. To achieve the objectives of the study, the study applied a Quasi-experimental methodology. Purposive sample was limited to (56) of male and female students, distributed into three groups of 2nd grade in primary schools. The groups were as follows: first experimental group, which was taught Science by using (School PC), second experimental group, which was taught by using (interactive board), and the control group, which was taught by (traditional technique. Torrance's formalism (b) of creative thinking test was adopted and used by the researchers.-There were significant differences at (α≤ 0.05) on originality, fluency, and flexibility dimensions, and the total score between the two groups which were studied by using the interactive blackboard and the usual method, in favor of the usual method. While there were no significant differences at (α≤ 0.05) on the details dimension. -There were significant differences at (α≤ 0.05) on originality, fluency and flexibility dimensions, and the total score between the two groups which were studied by using the interactive blackboard and the school personal computer, in favor of the school personal computer. But, there were no significant differences at (α≤ o.os) on the details dimension. -There were no significant differences at (α≤ 0.05) on originality, fluency, flexibility, details, and the total score between the two groups which were studied by using school personal computer and the usual method. -There were significant differences at (α≤ 0.05) on originality, fluency, flexibility and the total score between the two groups which were studied by using the usual method. -There were significant differences at (α≤ 0.05) on originality, fluency, flexibility and the total score between the two groups which were studied by using the interactive blackboard, and the school personal computer, in favor of the school personal computer. -There were no significant differences at on originality, fluency, flexibility, details and the total score on the creative thinking test, between the two groups which were studied by using the school personal computer, and the usual method. -There were no significant differences at (α≤ 0.05) among the three groups (the school personal computer, the interactive blackboard and the usual method) on details dimension. Key words: School PC, Interactive Board, Creative Thinking.