Hammouda, M., Abu Jarad, K. (2020). The Effect of Using Six-hat Strategy on Developing Creative Thinking Skills among Fourth Grade Students. Journal of Research in Curriculum Instruction and Educational Technology, 6(3), 39-80. doi: 10.21608/jrciet.2020.100010
Mohamed Hammouda; Khalil Ali Abu Jarad. "The Effect of Using Six-hat Strategy on Developing Creative Thinking Skills among Fourth Grade Students". Journal of Research in Curriculum Instruction and Educational Technology, 6, 3, 2020, 39-80. doi: 10.21608/jrciet.2020.100010
Hammouda, M., Abu Jarad, K. (2020). 'The Effect of Using Six-hat Strategy on Developing Creative Thinking Skills among Fourth Grade Students', Journal of Research in Curriculum Instruction and Educational Technology, 6(3), pp. 39-80. doi: 10.21608/jrciet.2020.100010
Hammouda, M., Abu Jarad, K. The Effect of Using Six-hat Strategy on Developing Creative Thinking Skills among Fourth Grade Students. Journal of Research in Curriculum Instruction and Educational Technology, 2020; 6(3): 39-80. doi: 10.21608/jrciet.2020.100010
The Effect of Using Six-hat Strategy on Developing Creative Thinking Skills among Fourth Grade Students
1Master of Arts in English Language - Translation An English teacher at the Ministry of Education,
2Master of Educational Psychology lecturer at Al-Quds Open University
Abstract
Abstract;
T
his study aims at developing creative thinking skills using six-hat strategy and revealing the relations between developing creative thinking skills and six-hat strategy for primary school students at fourth grade. To achieve the aims, the researchers examine the following hypothesis:There are statistically significant differences at the level (0.05) between the average scores of students of the experimental and control groups in the post-application of the creative thinking test in favor of the experimental group.There are statistically significant differences at the level (0.05) between the average scores of the experimental group students in the pre and post application in favor of post-application in the post-creative thinking test in favor of post-application.There are statistically significant differences at the level (0.05) between the average scores of students of the experimental group in the pre and post application in the skill of fluency in favor of post application.There are statistically significant differences at the level (0.05) between the average scores of the experimental group students in the pre and post application in the skill of originality in favor of post application.There are statistically significant differences at the level (0.05) between the average scores of the experimental group students in the pre and post application in the skill of flexibility in favor of the post application. There are statistically significant differences at the level (0.05) between the average scores of the experimental group students in the pre and post application in self confidence level in favor of the post application.They follow the experimental approach in which they divide a sample of 80 students into two groups: 40 in experimental and 40 in controlled groups. They carry out a pretest and post test and between them, they give 13 lectures. The results show that the five hypotheses are confirmed. Finally, the researchers recommend encouraging teachers to employ and use De Bono technique in all academic subjects that help develop creative thinking and its skills among students of the primary stage.
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