Journal of Al-qadisiya in arts and educational sciense,
2014, Volume 14, Issue 2, Pages 277-318
AbstractThe research aims to find out "after teaching strategy Blanc (PLAN) in divergent thinking among students in the fifth grade in the literary material European history." To achieve the objective of this research the researchers put the following null hypothesis: No statistically significant differences at the level of significance (0.05) between the average scores students of the experimental group who are studying material assessed using a strategy Blanc (PLAN) and the average grades students of the control group who are studying the same material in the manner usual in the post-test to reflect divergent, and rewarded the researchers among students the two groups statistically using the test Altaúa (T-test) for the two samples independent of variables (chronological age, and IQ test, and degrees of history for the half year of the current academic year 2012 to 2013 m, and test scores divergent thinking tribal), and test chi square (for the collection of school for parents) before the experiment did not show statistically significant differences between groups in these variables. For the purpose of providing testing tool for thinking divergent, built researchers theory Guilford Guilford to reflect divergent, and verification of the availability of the necessary characteristics to him (such as honesty and consistency, discrimination and applied to the sample reconnaissance). The researchers also used appropriate statistical methods that fit requirements Bgesehma such as (the Altaúa test for two independent samples, and test Altaúa to two interrelated samples, chi square test, and Pearson correlation coefficient, and the equation of Kendall's tau). The researchers found that: no difference statistically significant between the mean scores of students of the experimental group and the control group in the components (fluency connectivity, and fluency verbal fluency expressive, and fluency intellectual, fluent shapes, and flexibility Adaptive meanings) to reflect divergent in the post-test and in favor of group students Altejrebibh except (Flexibility Automatic no There is little difference between the two sets of research), the results were interpreted in the light of what has been reached, and the researchers made several recommendations and proposals in this regard.
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