تنمية التفكير الابداعي لتلامذة المرحلة الابتدائية على وفق استراتيجيات فورست == Developing The Creative Thinking For The Elementary School Pupils According To Forest Strategies
Author name:
تغريد عبد الهادي عبد الامير
Supervisor name:
حسين علي هارف | صالح احمد الفهداوي
General topic:
Fine Arts
Specific topic:
Art Education
Degree:
Doctorate
University:
University of Baghdad
Language:
Arabic
University location:
Baghdad
First pages:
18T919 - p.pdf
Abstract:
Our holly Islamic religion has paid a lot of concern on thinking and urged to depend on the mind , also God made the human as his successor on Earth and distinguished him with the mind from other creatures making his mind to hold responsibilities and encouraging to navigate in his being through thinking and using mind as well as planningThus thinking is not only a mental willingness since there is a significant part controlled by environmental and social factors as it can be developed, taught and learned according to the appropriate environment for developing, also the creative thinking is not monopolized by certain humans for the justice of heaven distributed the creative powers on all humans and every individual can find something which is ready to be created if he looks for it deep inside.This sort of thinking is significant for man and society because of the creative outcome comes from individuals having capability of creation in the various fields of life, if the appropriate environment for creative thinking was available for them.Many programs and strategies in terms of teaching and developing creative thinking in different stages were emerged, whereas the individual is able to think correctly if he could find the one who can help him for acquiring the new thinking skills to see what lies behind appearances and then reaching for the definite facts, therefore the research has targeted the following : 1 - 1st Target : The influence of Forest strategies for the responses of the pupils of elementary schools on the priori and consequent creative thinking test according to its skills ( fluency, flexibility, authenticity), to accomplish this target 8 hypothesis were assumed.2 - 2nd Target : The influence of Forest strategies for the responses of the pupils of elementary schools on priori and the post creative thinking test according to its fields(Narrative thinking, formation thinking, theatre thinking, musical thinking), to accomplish this 8 hypothesis were assumed.3 - 3rd Target : The influence of Forest strategy on the responses of elementary schools students about the creative thinking test the priori and the post according to its skills ( fluency, flexibility, authenticity),and to accomplish this 24 hypothesis were assumed.4 - 4th Target : The influence of Forest strategy on the responses of elementary school students about the creative thinking test the priori according its fields(Narrative thinking, formation thinking, theatre thinking, musical thinking), and this 24 hypothesis were assumed.. Thus 64 hypothesis were formatted.The creative thinking test was constructed according to the skills of ( fluency, flexibility, authenticity) and contains 13 activity distributed on four fields ( narrative thinking, formation thinking, theatrical thinking, musical thinking) , and the Apparent Honesty was used by exposing the test to a group of experts , and also the Associative Honesty by calculating the degree of consistency between the researcher's test and the phonetic formal Torense test.Also Invariability was calculated by the method of re - testing where the researcher has used Correction Invariability with herself and with another corrector.And in terms of Forest strategies the researcher has considered twelve strategies which are ( narrative loop , picking up stories from songs, the vision with thousand words , the plot design , public proverbs , the front door ( imaginary journey ) , family tales collecting, history of art that is full of tales, puzzle tale( assembling the part, old broadcasting shows , personal example tale , story narration festival ).The sample contained 100 male and female pupils of the fifth elementary class distributed into four groups , two experimental ( 25 males , 25 females ) and two controlling ( 25 males , 25 females ) from two separated schools , and the sample was taken from Liwa'a Al Haq females elementary school and Al Ummah males elementary school for the educational year ( 2012 - 2013 ) , the program took 8 including 1 - 2 session a week for both males and females and with average of 90 minutes for a session and two classes for each session.The experimental plan with the two experimental and the controlling groups and the two prior and post tests was chosen , whereas the creative thinking test arranged by the researcher was implemented as a priori on the four groups after equating them in terms of ( gender , Age, educational certification of the parents , the educational outcome of the pupils , intelligence level ( Raven's test ) , creative thinking skills such as fluency , flexibility and authenticity ) and then Forest strategies were established on the two experimental groups and the re - testing arranged by the researcher consequently on the four groups.The results conducted using Wlkinson test , the analysis of Dissimilarity as well as Sheviet test for the multi comparisons as statistical means to treat the present research data have shown of the availability of statistical referential differences among the marks of the experimental and controlling groups for the benefit of the two experimental groups whom were exposed to Forest's strategies , and the results didn't show any statistical referential differences for the gender's variable ( males , females ) between the two experimental groups.In light of the results of the research the researcher has recommended of the necessity of getting used of Forest strategies and creative thinking test by implementing them in the elementary schools
