The effectiveness of the seven steps model in developing the creative thinking skills of the first grade secondary students in the area of ​​Tabuk

Mounira Bint Abdulrahman Hassian Al - Enezi

doi:10.26389/ajsrp.m240817

Abstract

The objective of the study was to reveal the effectiveness of the seven steps model in developing the creative thinking skills of the first grade secondary students in the area of Tabuk. In order to achieve the goal, the researcher used the semi-experimental method with tribal and post-tribal design. The sample consisted of students of the first grade of secondary school in the 26th secondary school in Tabuk region. The sample number was (60) students, 30 students for the experimental group, 30 students for the control group, For students, the Torrance test for creative thinking was used. Figure (B). A sample of 30 students was tested and the Torrance test for innovative thinking was calculated using the Pearson coefficient. B The study showed that there were statistically significant differences at the level of α 0, 0.01 between the mean scores of the experimental group, which obtained an average of (138.8) and the control group, which obtained an average of (101.6) The study recommended the use of different models and strategies for the development of creative thinking skills and the implementation of the seven steps model by the educational departments, schools and concerned bodies for their effectiveness in their development. Mechanism of the seven model steps in the development of the skills of creative thinking in primary school, and to conduct a study to determine the effectiveness model of the seven steps in the development of other thinking, such as thinking over cognitive skills.

Highlights

‫ًظهغ مً الجضوُ (‪ )8‬أن نُمت (ف) اليؿبُت للأزغ الخجغٍبي حؿاوي (‪ ,)50.495‬وَظٍ الهُمت صالت ئخهاةُ ًا غىض‬ ‫مؿخىي الضلالت (‪ .)0,01‬وبالىظغ ئلى نُمت مغبؼ ئًخا‪ ,‬هجض أن الضلالت الػملُت للكغوم بلؿذ (‪ ,).465‬وهي نُمت يبحرة‬ ‫بدؿب مػُاع ًىَحن لخهضًغ حجم الأزغ؛ أي أن همىطج الخُىاث الؿبؼ أصي ئلى ػٍاصة مهاعة االإغوهت لضي َالباث‬ ‫االإجمىغت الخجغٍبُت بكٍل أغلى مً َالباث االإجمىغت الًابُت‪ ,‬وَظا ًضُ غلى قػالُت الىمىطج في جىمُت مهاعة‬
‫الؿباغُت ئلى خض بػُض في جدؿحن مهاعاث الخكٌحر الىانض لضي َلاب غُىت الضعاؾت‪,‬مهاعهت بُغم الخضعَـ االإػخاصة‪,‬‬ ‫ويظلَ صعاؾت (الخًغي ‪ )2009,‬التي أزبدذ جىمُت مهاعاث الخكٌحر الػلُا بكاغلُت‪,‬وطلَ باؾخسضام البرهامج‬ ‫االإدىؾب‪,‬الظي ًىظل اؾتراجُجُت ‪ Seven E's‬البىاةُت‪,‬وصعاؾت (الػِس ى ‪ )2007,‬التي أزبدذ وحىص قغوم صالت‬ ‫ئخهاةُ ًا في الخدهُل البػضي لازخباع الخكٌحر الػلمي بحن مخىؾِ صعحاث أقغاص االإجمىغت الخجغٍبُت ومخىؾِ صعحاث‬ ‫أقغاص االإجمىغت الًابُت لهالح االإجمىغت الخجغٍبُت بػض الخضعَـ بىمىطج االإغاخل البىاةُت الؿبػت‪ .‬ونض أزبدذ‬ ‫صعاؾت (ؾلُم ‪ )2012,‬أن اؾتراجُجُت الخُىاث الؿبؼ لها أزغ يبحر في جىمُت مهاعاث الخكٌحر الغٍاض ي لضي َالباث‬ ‫االإجمىغت الخجغٍبُت‪ .‬وحؿخجُب َظٍ الضعاؾت لخىنُت (الػخُبي ‪)2009,‬؛ خُث أونذ بدبني اؾتراجُجُاث وهماطج‬ ‫جضعَؿُت حػمل غلى جىمُت مهاعاث الخكٌحر الابخٍاعي‪,‬وًان همىطج الخُىاث الؿبؼ قػال ًا مً زلاُ هخاةج الضعاؾت‬

Summary

Introduction

‫ًظهغ مً الجضوُ (‪ )8‬أن نُمت (ف) اليؿبُت للأزغ الخجغٍبي حؿاوي (‪ ,)50.495‬وَظٍ الهُمت صالت ئخهاةُ ًا غىض‬ ‫مؿخىي الضلالت (‪ .)0,01‬وبالىظغ ئلى نُمت مغبؼ ئًخا‪ ,‬هجض أن الضلالت الػملُت للكغوم بلؿذ (‪ ,).465‬وهي نُمت يبحرة‬ ‫بدؿب مػُاع ًىَحن لخهضًغ حجم الأزغ؛ أي أن همىطج الخُىاث الؿبؼ أصي ئلى ػٍاصة مهاعة االإغوهت لضي َالباث‬ ‫االإجمىغت الخجغٍبُت بكٍل أغلى مً َالباث االإجمىغت الًابُت‪ ,‬وَظا ًضُ غلى قػالُت الىمىطج في جىمُت مهاعة‬

Objectives

Results

Conclusion