شبكة المعلومات العربية التربوية

The aim of this research is to find out the impact of cognitive incompatibility schemes on the development of creative thinking skills among first grade students. To prove the objective of the research, the researcher put the following hypothesis: There is no statistically significant difference at the level of (0.05) between the average score of the experimental group who study the history of ancient civilizations according to the patterns of cognitive conflict and the average grades of the control group students who study the same subject in the usual way in the test of post-creative thinking skills. The researcher chose randomly (a) to represent the experimental group whose students will study the history of ancient civilizations according to the patterns of knowledge conflict, and chose (b) to represent the control group whose students will study the same subject in the usual way. The sample of the study was (91) students and (45) for the experimental group, which is taught according to the schemes of knowledge conflict, and (46) for the control group taught in the usual way. The researcher was rewarded with the following variables (intelligence, age calculated months, parental achievement. The researcher studied himself in the duration of the experiment, which lasted (14) weeks, and used a standardized tool to measure the skills of creative thinking in the students of the two groups of research, a test of the skills of creative thinking composed of (30) paragraph, and verify its validity and stability as well as statistical analysis of its paragraphs, Discriminatory power, effectiveness of wrong alternatives. The researcher adopted the following statistical methods: the independent testing of two independent samples and the Ka-square (2), the coefficient of difficulty, the equation of the strength of discrimination, the equation of the effectiveness of the wrong alternatives, and the correlation coefficient Pearson and Spearman. After correcting the answers and processing the data statistically, the results showed: 1) The effectiveness of cognitive incompatibility schemes in the development of creative thinking among the students of the first grade average, as they overcame the students of the control group who studied in the traditional way. 2) Cognitive conflict schemes contribute to making students active participants in the lesson by discussing and answering the questions rose during the lesson. 3) Conflicts of cognitive conflict make students the center of the educational process. They have the largest role in discussion and inquiry, in searching for answers and solutions, in devising the most creative ideas and employing them correctly. (Published abstract)