The Effectiveness Of Divergent Thinking Strategies In Developing Deep Understanding Skills When Teaching Second Intermediate Class Students The Social Studies

Abstract

The principal aim of the research is to identify the effectiveness of divergent thinking strategies in developing deep understanding skills among second intermediate class students. The sample of the research was (64) students, who were divided into two groups equally between experimental and control, where the parity was conducted in the variables (age counted by months, general average, previous knowledge, degree of intelligence). (150) behavioral objectives were formulated and the six levels of Bloom's classification were approved. 16 plans were prepared for each of the two groups. An achievement test was prepared with (40) test items of a multiple choice type. The tools were presented to a group of arbitrators and experts. Their approval and the results showed that there are statistically significant differences at the level of (0.05) between the mean scores of the test of deep understanding of the experimental group and the control group and the favor of the experimental group.