Abstract
The present study intends to assess the effect of inductive thinking model of teaching on academic achievement in science and creative thinking in relation to intelligence of students at secondary school stage. For conducting the study, four public schools of Jalandhar City in Punjab (India) were selected randomly. Two sections of approximately 35 students were taken from each school. The experimental group was taught following the principles of the inductive thinking model of teaching while the control group was taught through the conventional method (lecture) of teaching. The findings of the study revealed that inductive thinking model was found to be effective in terms of achievement of students in Science. There was also a significant increase in originality, fluency, and flexibility of students when taught by Taba's Inductive Thinking Model.
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