مدى ممارسة معلمي التربية الإسلامية لأساليب التفكير الإبداعي لدى طلبة الصف التاسع بمدارس وكالة الغوث بمحافظات غزة
The study aimed to recognize to what extent Islamic education teachers made use of creative thinking techniques in teaching UNRWA schools ninth graders in Gaza governorates. The study also aimed to identify the significant differences among the participants' estimates of using creative thinking techniques due to experience and gender variables. The researcher adopted the analytical descriptive method where the study population consisted of all Islamic education teachers of UNRWA schools ninth graders in Gaza governorates whose total number is 196 from which the researcher selected 100 male and female teachers and 100 male and female students as a sample for his study were selected from the population whose number is 18709. Male students are 8946 whereas female students are 9763. For conducting the study, two self- developed questionnaires were administered: one of them was administered to the teachers, as it consisted of 4 domains and 50 items. The other one was the students’ questionnaire which comprised three domains and 32 items Conducting the study and analyzing its results, the researcher came to the following findings: 1) The estimates of ninth grade teachers of their use of methods that encourage creative thinking reached %83.34. 2) The estimates of Gaza governorates ninth graders in UNRWA schools for the teachers' use of creative thinking techniques reached 81.24461. 3) There were statistically significant differences at 0.05 among Islamic education teachers in their estimates shown in the total degree and all domains except the freedom to express one’s opinions’ in favor of female teachers. 4) There were no statistically significant differences at 0.05 among Islamic education teachers in their estimations for the techniques used to encourage creative thinking due to experience in the first, second, and third domains and the total degree whereas there were no statistically significant differences in the fourth domain between the teachers with less than 5 years of experience and the teachers with more than 10 years of experience in favor of the latter. 5) There were no statistically significant differences at 0.05 among students in their estimates shown in all domains and the total degree due to gender variable. (Published abstract)