أثر اختلاف نوع التغذية الراجعة (استكشافية - تفسيرية) داخل كائنات التعلم الرقمية على تنمية بعض مهارات التفكير التخيلي لدى طلاب المرحلة الإعدادية
The purpose of this study is to identify the most appropriate feedback-patterns differences (exploratory- interpretative) within the objects of digital learning in the environment of e- learning, “Moodle”, in relation to their impact on the development of some of the skills of imaginative thinking for preparatory schools students. This is implicitly developed through the science course. The second unit “Photovoltaic Energy” lesson “Mirrors” and “Lenses” of the first semester for the third preparatory schools students. The study sample consisted of 67 female students from the third grade preparatory school at Al-Tawfiq Preparatory School for Girls in Fayoum Governorate. The cohort was divided into two groups randomly. The most obvious finding to emerge from the analysis is that the effectiveness of the two types of feedback (explanatory- interpretative) are positive. Another important finding was that the exploratory feedback outperformed on the interpretative Feedback. (Author’s abstract)