The Effect of Edelson's Model on Convergent and Divergent Thinking Among Fifth Grade Female Students
DOI:
https://doi.org/10.23813/FA/27/4/11Keywords:
Adelson model, convergent thinking, divergent thinkingAbstract
The objective of the current research is to identify the effect of the Edelson model on convergent and divergent thinking among the fifth grade female students. To verify the objective of the research, the following zero hypotheses were put forward:
1- There is no statistically significant difference at the level (0.05) between the average of the students of the experimental group who studied according to the Edelson model, and the average of the students of the control group who studied according to the usual method in the convergent thinking test.
2- There is no statistically significant difference at the level (0.05) between the mean of the students of the experimental group who studied according to the Edelson model, and the mean of the students of the control group who studied according to the usual method in the divergent thinking test.
The researcher used the semi-experimental approach, whereby a partial control design was used for two equal groups with a post-test, and the two groups were rewarded for the variables ((intelligence test, chronological age, which is calculated in months, previous achievement in mathematics)).
The research sample consists of (78) female students from the fifth scientific grade, distributed into two groups (40) female students, an experimental group, and (38) female students, a control group.
The researcher prepared the convergent thinking test and the divergent thinking test, and the psychometric properties of the two tests were verified.
The results showed that there is an effect of teaching according to Edelson's model in favor of the experimental group in the tests of convergent thinking and divergent thinking.
In light of the results, the researcher came to conclusions, and put a set of recommendations and suggestions
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