أثر إستراتيجية التصور الذهني في الفهم القرائي لمادة العلوم والتفكير الابداعي لدى تلاميذ الصف الخامس الابتدائي
The present study aims at investing the impact of mental imagination strategy in reading comprehension for the science subject and creative thinking at the pupils of the primary fifth classes by testing the validity of the following hypotheses: 1) There is no statistically significant difference at 0.05 level between the rank of the scores of reading comprehension for the pupils of experimental group who studied science subject according to the mental imagination strategy and the rank of the scores of reading comprehension of the controlled group who studied by the traditional method. 2) There is no statistically significance differences at 0.05 level between the rank of the scores of the creative thinking for the pupils of the experimental group who studied science by mental imagination strategy and the rank of scores of creative thinking for the pupils of the controlled group who studied by the traditional method in each skill of (fluency, flexibility, originality and details). This research is limited for the followings: 1) The pupils of primary fifth class in AL- fouz primary school for boys in kut center. 2) Teaching three units (fourth, fifth and sixth) of the science subject book. 3) The second term of the academic year 2014-2015. In order to complete the procedures of this research, the researcher depended on the following steps: 1) Choosing AL- fouz primary school for boys in kut city by the intentional way. 2) The sample of the study consisted of 60 male pupils of the fifth primary class distributed in two groups 30 for each the experimental and controlled group the researcher has equated the groups of the research according to the following variable secalar (age– scores of the first term for the principles of the subject science, intelligence, previous information and the scores of creative thinking. 1) The researcher depended on the experimental design of the partial control for the research groups and control on the internal variables and prepare the requirements of the research which includes limiting the subject and forming the behavioral aims which consist of 214 behavioral aims according to Bloom classification for the levels (knowledge, understanding and application). 2) The researcher applied the experiment on Sunday 15th of February, 2015 Then taught both groups and built the reading comprehension test which consists of 26 items of multiple choice items, arranging and completion tests, its apparent reliability has been found by experts and stability by using kudor Richendson 20 equations the difficulty coefficient, discrimination power and the effectiveness of the wrong options for each items has been found by using special equation for each. 3) Also, the researcher depended on creative thinking test, used by AL.Saadi, Aseel and its psychiatric features have been correlated. The researcher applied the reading comprehension test at the end of the experiment in 19th, April, 2015.Then the researcher run the creative thinking test in 20th of April.2015. 4) The correcting of the answers and extracting the results have been conducting by using T-test for two independent samples. The results of the study indicate that there is statistically significance difference between the two groups of the research for the benefit of the experimental group who studied science subject by using the mental imagination strategy in the test of reading comprehension and Torans Test for creative thinking. According to the results of the study, the researcher arrived at a set of conclusions, about teaching by using (Mental imagination strategy) and recommended that the teachers should concentrate on evoking the mental pictures and treating the mental dullness of the pupils in teaching the subject of science. He also recommended that the teachers of science subject should be directed to the importance of the reading material in reading comprehension and creative thinking because of its role in developing the pupils personality and also training the teachers on using the samdes and modern strategies like mental imagination strategy. The researcher suggested a set of suggestions like conducting a similar study on other study stages and materials and other skills like communicating, acquiring concepts skills and others. (Author’s abstract)