The Effect Of Guided Fantasy And Random Excitement Strategies In Creative Thinking Development And Emotional Intelligence For First Intermediate Class Male Pupils In Physics | ||
| Journal of Al-qadisiya in arts and educational sciense | ||
| Article 1, Volume 12, Issue 3, December 2012, Pages 116-147 PDF (0 K) | ||
| Abstract | ||
| The goal of the current research is to identify the effect of guided and random excitement strategies in creative thinking development and emotional intelligence for first intermediate class male pupils in physics, researchers selected the ( Nahda) intermediate male school, of the Directorate-General for education of Diwaniyah, for the first and second semesters of the academic year (-).A.D. The sample consisted of() pupils in three classes randomly selected from five classes to represent both experimental groups and the control group, and reality () pupils in the experimental groups and () pupils for the control group, the researcher had been prepared research equipment’s (identify the scientific subjects, formulating behavioral objectives, teaching plans for the three groups), three groups have been eqnated in the following variables (Age in months, previous information, creative thinking, emotional intelligence). First experimental group hase been tought using guided imagery strategy and the second experimental group have been tought using the strategy of random excitation while the control group hase been tought the usual way. The researchers applied three tools, Torrance creative thinking test, both formal and acoustic, emotional intelligence scale was prepared by himself too consisting of () a paragraph and its saykomtric properties were extracted. After teaching all physics subjects the researchers applied the three tools in the end of his experiment. Researchers used statistical pouch (SPPS) and variance analysis, and statistical methods, as Scheffe equation to data processing, the results were as follows: .Superiority of both experimental group pupils among the pupils of the control group in creative thinking test. . Superiority of both experimental group pupils among the pupils of the control group in emotional intelligence scale. In the light of the results of a research the researchers put a number of recommendations including, encouraged physics teachers to use guide fantasy and random excitement strategies in teaching physics by engaging them in their training courses to help pupils developed their creative thinking, definition physics teachers during the induction and training to guided fantasy and random excitement strategies and how to set up teaching plans in their light . To complement to this research, the researchers suggested to conducting a study to investigate the obstacles to implementation or guided fantasy and random excitement strategies in teaching physics in intermediate school and secondary school, and later studies similar to this research in other classes and other subjects and other dependent variables | ||
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