شبكة المعلومات العربية التربوية

This study aimed at investigating the effect of using Scamper strategy on developing English generative thinking skills for the students of the first-year secondary stage. The study group consisted of (18) students at Al-Arish Secondary Institute for girls, Al-Arish city, North Sinai Governorate. They were assigned to one study group and to receive the experimental training. Four units of the English course (Hello 7) in the first year were selected and were adapted in the light of Scamper strategy. The instruments and materials included: 1) a generative thinking skills checklist, 2) a generative thinking skills pre-post test and 3) a teacher’s guide. The generative thinking skills pre-post test was administered before and after the intervention. The results proved that Scamper strategy had a positive effect on improving first year secondary stage students’ fluency and flexibility. Also, the results proved that Scamper strategy positively affected first year secondary stage students’ originality skill. So, Scamper strategy had a large effect on developing the English generative thinking skills for the first-year secondary stage students. (Published abstract)