شبكة المعلومات العربية التربوية

The aim of the research is to identify the effect of Exchanging teaching in the achievement and divergent thinking of students in scientific the fourth grade in physics .The following two zero hypotheses: 1) There was no statistically significant difference at the level of (0.05) between the average scores of the students. The experimental group studied the Exchanging teaching strategy and the control group that was studied in the usual way in the achievement test. 2) There was no statistically significant difference at the level of significance (0.05) between the average scores of the experimental group students who studied the Exchanging teaching strategy and the control group studied in the usual way of Divergent thinking. The current research was limited to scientific fourth grade students in the day schools of the Dhi Qar School for the academic year 2018-2017. The experiment was applied in the first semester. The sample consisted of (95) students divided into (3) divisions, to be the experimental group (A) and the number of its members (48) students and Division to be the control group (C) and the number of its members (47) students, the two groups were rewarded in the age of months with months and intelligence and physics for the third grade and the previous information. The researcher prepared the requirements of the experiment by identifying the scientific material and formulating the behavioral purposes and preparing the teaching plans. The experimental group studied interstitial teaching strategies and studied the control group in the usual way for one semester. To obtain the results, the data was statistically treated using the T-test for two independent samples. The results showed that the experimental group was superior to the control group in the achievement test and in the secondary thinking test. In light of this, the researcher made a number of recommendations and suggestions related to the results of the research. (Published Abstract)