فعالية تدريس وحدة فى العلوم باستخدام أنماط مختلفة من الأسئلة الشفوية فى تنمية التفكير الإبداعى لدى تلاميذ المرحلة الإعدادية

Summary of the studyPreamble:Creative thinking has become one the most distinctive features nowadays and an important requirement of the new millennium, so this issue made science educationists care for developing pupils creative thinking as an urgent aim of teaching science which can participate to great extent in this matter, if its curricula are well developed. Although, the nature of this subject is closely related to higher thinking levels, types of oral questions used in teaching science at the prep stage did not give the pupils the chance to practise different kinds of thinking and especially creative thinking in science.The types of questions used in teaching science at the prep stage are in general oral and they concentrate on lower cognitive levels. So, it was very important to shed lights on the literature related to other kinds of questions, which may help develop pupils’ creative thinking in science subject. Literature indicated that divergent questions were considered the most suitable kind to achieve this aim. The researcher used oral divergent and convergent questions together in teaching science subject in order to investigate their effectiveness in developing prep stage pupils’ creative thinking in science and achievement lest students’ achievement might be affected negatively in case of using divergent questions only.Statement of the problem:The problem of this study can be stated as follows (through a pilot study):1- Science books at the prep stage are completely free from divergent questions.2- Science teachers did not use this type of questions in their teaching, despite its importance in developing pupils’ creative thinking in science subject.3- No studies were conducted in Egypt to investigate the effectiveness of divergent and convergent questions in teaching science subject in developing prep stage pupils’ creative thinking and achievement.For the purpose of this study, the following main question was addressed:What is the effectiveness of teaching a science unit by the use of different types of oral questions in developing prep stage pupils’ creative thinking and achievement?.The following sub-questions were derived out of the previous question:1) what is the framework of the educational situations prepared for teaching a science unit by the use of different types of oral questions?2) What is the effectiveness of teaching a science unit by the use of different types of oral questions in developing prep stage pupils’ creative thinking?3) What is the effectiveness of teaching a science unit by the use of different types of oral questions in developing prep stage pupils’ achievement?4) Is there a relationship between pupils’ marks in creative thinking and achievement tests?Aims of the study:This study aimed at investigating the effectiveness of teaching a science unit by the use of different types of oral questions in developing second prep stage pupils’ creative thinking and achievement and the relationship between pupils’ marks in creative thinking and achievement tests.Limits of the study:1) Tomson and Powers’ questions classification, which categorized the questions into types; divergent and convergent. This categorization was adopted to avoid interference between types of questions and due to the existing of divergent questions which may arise pupils’ creative thinking.2) Outer Space Unit (plants and stars) of second grade prep stage Science book.3) The sample was chosen from prep stage pupils of the second grade at Sharkia Governorate.4) Creative thinking components (verbal fluency, thinking fluency, spontaneous flexibility, originality, and sensitivity to problems.)Procedures of the study:To test the hypotheses of the study and find answer to its questions, the researcher adopted the following:1) Review of related literature.2) Science teacher’ guide was prepared for Outer Space Unit (plants and stars) by the use of oral divergent and convergent questions together.3) Creative thinking test in science subject was prepared.4) A multiple choice achievement test in science subject was prepared.5) The two tests were applied on a random sample at the second grade prep in Fakous Prep School for Girls. The sample was divided into two equal groups:a. An experimental group, which studied Outer Space Unit (plants and stars) by the use of oral divergent and convergent questions together by the use of the teacher’ guide.b. An control group, which studied Outer Space (plants and stars) by the use of oral convergent questions only.6) The researcher taught to the two groups herself to fix a group of experimental factors and variables7) Creative thinking and achievement tests were applied after the experiment.8) the two tests were corrected and the results were statistically treated.Results of the study:1) There are significant differences between marks means of the experiment and control group in the post application of the creative thinking test, in favor of the experimental group.2) Teaching Outer Space Unit (plants and stars) by the use of oral divergent and convergent questions together is effective in developing creative thinking for the experimental group.3) The strength of the experimental treatment differs in its effect for developing creative thinking for the experimental group pupils.4) There are no significant differences between the post averages of the two groups in the achievement test as a whole and each of its branches.5) There are significant differences between pre and post average marks of the experiment group in the achievement test as a whole and in each of its cognitive levels in favor of the experimental group.6) Teaching Outer Space Unit (plants and stars) by the use of oral divergent and convergent questions together is effective in developing achievement as a whole in each of its cognitive levels in favor of the experimental group.7) The strength of the experimental treatment differs in its effect for developing achievement as a whole in each of its cognitive levels for the experimental group pupils.8) There is positive significant difference among experimental group marks in the post application of creative thinking test and its sub components and marks of the post application of the achievement test as a whole and each of its cognitive levels.Recommendations:The present study introduced some recommendations related to its results. Some topics that need more study were introduced.