Identifying the Extent of Using Methods for Developing Students’ Creative Thinking by the Upper Primary Teachers in Public Schools in Tulkarem & Irbid
Notice bibliographique
Résumé
The present study aimed to identify the extent of using methods for developing students’ creative thinking by the upper primary teachers in public schools in Tulkarem & Irbid. The researchers aimed to identify that from the students’ perspective. In order to meet the study’s goals, a questionnaire was designed. The questionnaire consists from 34 statements. It was designed for identifying the extent of using methods for developing students’ creative thinking by the upper primary teachers. It sheds a light on several creative thinking development methods. The psychometric properties (reliability and validity) of the questionnaire were identified. A sample of students was selected. It consists from 442 female and male students. The sampled students were selected from the upper primary stage (i.e. the seventh, eighth and ninth grades). The sample was selected through using the random stratified sampling method in accordance with gender, grade, and city. The researchers concluded the following results: The upper primary teachers highly use methods for developing students’ creative thinking in the public schools in Tulkarem & Irbid The methods that are used the most by upper primary teachers for developing students’ creative thinking in the public schools in Tulkarem & Irbid are represented in the following: The teacher accepts the students’ questions -that are not related to the subject -in the academic setting The teacher assigns enrichment activities to students in order to develop their creative thinking The teacher encourages students to come up with new ideas in the academic setting The teacher encourages students to show perseverance. He seeks encouraging students to engage in positive competitions The teacher introduces a new subject in an academic setting through asking questions that develop students’ higher order thinking skills *(These items are arranged descendingly) The methods that are used the least by upper primary teachers for developing students’ creative thinking in the public schools in Tulkarem & Irbid are represented in the following: The teacher allocates opportunities to students equally in the academic setting in order to reach results The teacher runs the discussion in the classroom effectively The teacher uses the cooperative learning method The teacher asks probing questions which require thinking deeply The teacher displays the academic content in an unconventional manner *(These items are arranged descendingly) There isn’t any statistically significant difference between the respondents’ views which can be attributed to gender, grade, or city. In the light of the aforementioned results, the researchers suggest several recommendations. For instance, they recommend providing teachers with training programs that enable them to use innovative methods when dealing with creative students. They also recommend conducting other studies that shed a light on the development of students’ creative thinking with surveying the views of other categories of people.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,007 | 0,010 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,002 |
| Communication savante | 0,004 | 0,001 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».