فاعلية استخدام نموذج التعلم التوليدي لتدريس العلوم في تنمية التفكير الإبتكاري والقيم العلمية لدى تلاميذ الصف الثالث المتوسط
Objectives: The study aims at exploring the efficacy of using the Generative Learning Model in the development of creative thinking and scientific values in teaching science for the Third-grade Mediterranean pupils. Study design: The researcher adopted a semi-experimental approach based on the design of the control, unequal group with pre and post tests, it is one of the semi-experimental designs which are commonly used in educational research. Society of study: It consists of all the third grade intermediate pupils in all intermediate schools in Arar city. Sample of study: The choice of The Intermediate Abdullah Ibn Musaed School, among the 20 intermediate third grade schools in Arar, was conducted in a simple, random method. Two third grade classes of the school were chosen: one class represents the experimental group; and the other represents the control group, The number of pupils in each class is estimated at 28 pupils, so the total study sample become 56 pupils. Tools of Study: 1) The second activity of Torrance Test of the creative thinking, as shown in diagram A. 2) Scientific values scale. Statistical Methods: The following statistical methods have been applied: 1) arithmetic means and normative deviations. 2) Analysis of variance associated (Ancova). Findings: 1) There are statistical differences at the level of 0.05 between the average grades of the experimental group and the control group in the post test of creative thinking at the levels of (fluency, flexibility, originality, detailing and the total marks of skills), to the interest of the experimental group. 2) There are statistical differences at the level of 0.05 between the average grades of the experimental group and the control group in gauging the scientific values to the interest of the experimental group. Recommendations: 1) Encouraging teachers to apply The Generative Learning Model to teaching science in intermediate stage. 2) Teacher’s guide of science should contain activities for generative learning model. 3) Preparing a guide to inform teachers’ generative learning model and how to apply it. (Author’s abstract)