أثر إستراتيجيتي المتشابهات والتفكير بالمقلوب في اكتساب المفاهيم الجغرافية وتنمية التفكير الإبداعي لدى طلاب الصف الأول المتوسط
The Present Study aims at identifying the impact of Analogy and Flipped Thinking Strategies on the acquisition of Geographic Concepts and developing creative thinking of First Intermediate School male Students. To achieve this aim two null hypotheses are posed: 1) There are no statistically significant differences among the mean scores of the three experiment groups, the first experimental group which is taught Geography by analogy, the second experimental group which is taught Geography by Flipped thinking and the control group which is taught Geography by the currently applied method in acquiring the Geography concepts. 2) There are no statistically significant differences among the mean scores of the three experiment groups, the first experimental group which is taught Geography by analogy, the second experimental group which is taught Geography by Flipped thinking and the control group which is taught Geography by the currently applied method in developing creative thinking. A Full – control experimental design of a control group with a random selection of the individuals with a pre – post tests is used. Three classes are randomly selected from the General Directorate of Education in Al Rusafah third from Mohammad Mohammad Sadiq Al Sadir intermediate school where section (C) is set as the first experimental group, section (H) as the second experimental group, and section (Z) as the control group. The total number of the sample is 93 distributed in to 29 male student in the first experimental group, 29 in the second experimental group, and 35 in the control group. The three groups are equalized in IQ, Prior – knowledge test in Geography, the Creative thinking test, the students' scores in Geography in the preview year, age in months, and the parents academic level. The teaching content is selected from the first four chapters of the prescribed text book Principles of General Geography, The content is analyzed in to 106 Geographic Concept, in the light of these concepts 54 behavioral objective have been formulated according to the three processes of concept acquisition namely (Defining, Recognizing, and Application) Forty five lesson-plans, 15 lesson- plan per group . A test of 54 items to measure Geographic concepts have been constructed of a multiple - chore type , where its validity reliability and psychometric features have been achieved – To measure creative thinking Saied Khairah Test is adopted where its validity is achieved. The two tests have been applied at the end of the experimental work which lasted for three months. Suitable statistical methods have been used to analyze data including ANOVA, Tuky test for in equivalent groups. Results reveal the following: 1) There are statistically significant differences on the level of significance of 0.05 among the mean scores of the three groups in the acquisition of Geographic concepts and developing creative thinking. 2) There are no statistically significant differences on a level of significance of 0.05 between the mean scores of the first and second experimental groups in the acquisition of Geographic concepts. 3) There are statistically significant differences on a level of significance of 0.05 between the mean scores of the first experimental group and the control group in the acquisition of Geographic concepts in favor of the first experimental. 4) There are statistically significant differences on a level of significance of 0.05 between the mean scores of the second experimental group and that of the control group in the acquisition of Geographic concepts in favor of the second experimental. 5) There are no statistically significant differences on a level of significance of 0.05 between the mean scores of the first experimental group and that of the second group in the creative thinking test. 6) There are statistically significant differences on a level of significance of 0.05 between the mean scores of the first experimental group and that of the control group in the creative thinking test in favor of the first experimental group. 7) There are statistically significant differences on a level of significance of 0.05 between the mean scores of the second experimental group and that of the control group in creative thinking test in favor of the second experimental group. In the light of the above results, suitable conclusion, re commendations and suggestion for further studies are put forward. (Published abstract)