The Efficiency Strategies of Thinking Divergent in Higher orderThinking Skills for the Students (Applied) in the Department of Science

Abstract

The research aims to: Verify the effectiveness of cross-thinking strategies in high-order thinking skills among students (applicants) in the science department.

   The experimental design with partial control for the experimental and control groups with the post-test was chosen. The research community was composed of students of the University of Babylon/ College of Basic Education/Department of Science, the fourth stage of morning study for the academic year 2017/2018 of (200) students divided into (3) branches, either. The research sample was chosen from the (applied) students from the fourth stage / life sciences branch. They numbered (43) male and female students divided into two divisions, each of which includes almost equal individuals in the academic levels. The sample was chosen by simple random drawing method,(B) was chosen to represent the experimental group  And the number (20) students  (Applied) and Student (Applied) that were subject to cross-sectional thinking strategies, and Division (A) represents the control group that numbered (20) students (applied) and student (Applied), as they were not subject to the independent variable, and excluded (3) of the students being teachers,  Thus, the total of the research sample is (40) students (applied) and students (applied) from the fourth stage students / science department / life sciences branch, to measure their high-ranking thinking skills after completing applying the experiment.

  The two research groups were rewarded with variables: (the time age calculated in months, testing the previous information, grades of general teaching methods subject for the previous academic year (2016/2017)), and the researcher was keen to control some non-experimental variables that could affect the integrity of the experiment.

 The experiment was applied during the first semester and then used a high-ranking thinking skills test for the students (the applicants) in the two groups, which was built by the researcher, and consisted of (27) multiple-choice choice types and by (4) alternatives for each paragraph, as the test items included  High-ranking thinking skills (observation, description, organization, critical question, data analysis and modeling, forecasting formulation, application, installation, and evaluation). As for the skill (open-ended problem solving) two essay paragraphs have been prepared with an appendix (1), and validation has been verified. The test is presented by a group of curriculum experts Methods of teaching sciences, measurement and evaluation, as well as its stability was extracted by the Pearson correlation coefficient, as it reached (0.82), and the difficulty and discriminatory power coefficient for each paragraph and the effectiveness of the wrong alternatives were also found. After analyzing the results statistically, the researcher found:

   tudents (applied) in the experimental group outperformed students (applied) in the control group in the high-ranking thinking skills test.

He made a number of conclusions, recommendations and proposals