Effect of divergent thinking strategies on the intermediate first grade students in the achievement of science classes

Abstract

This study aims at examining the effect of divergent thinking strategies on the intermediate first grade students in the achievement of science classes. In this study, the researcher uses the experimental approach and applies the following variables: age (in months), Daniels Intelligence Test, and previous information test, in order to obtain accurate results. The total number of student is 70, divided into an experimental group of 35 students taught based on the divergent thinking strategies, and a control group of 35 students, taught based on the conventional method. After preparing all required tools for the two groups, the researcher started to apply the experiment. In order to achieve the goal of the study, tools of the divergent thinking strategies test were used. After scoring responses of the students, data from both groups were obtained and statistically processed. The results of the test showed that the experimental group taught based on the divergent thinking strategies outperformed the control group taught in the conventional method.