تأثير نظرية المواهب اللامحدودة في تنمية مهارات التفكير التباعدي والدافع للإبداع لدى طلبة (ح2) في دولة الامارات
الكلمات المفتاحية:
نظرية مواهب التفكير، الدافع للإبداع، التفكير التباعدي
الملخص
يهدَفَ البحث الحالي إلى تحديد أثر برنامج تدريبي قائم على أنشطة المواهب اللامحدودة في تنمية مهارات التفكير التباعدي لدى طلبة الصف السادس الأساسي، وتطوير دافعيتهم للإبداع باستخدام المنهج التجريبي. وتكونت عينة البحث من (42)، موزعين على مجموعتين تجريبيتين. وضابطة تمثل (21) طالبًا. ولتحقيق أهداف البحث تم تطوير برنامجًا تدريبيًّا تكوَّن محتواه من أنشطة لمهارات التفكير، تم تصميمها وفقًا لنموذج المواهب اللامحدودة. وتم أيضًا تطوير وتقنين مقياس الدافعية الذي تكوَّن من (29) فقرة من نوع ليكرت.
أظهرت النتائج وجود فروق دالة إحصائيا بين متوسطات درجات التلاميذ في المجموعة التجريبية والضابطة لصالح المجموعة التجريبية، وذلك على اختبار التفكير الإبداعي البعدي والكلي (المجموع الكلي)، وأقسامه الخمسة (العنوان، التفاصيل، الأصالة، المرونة، الطلاقة) واختبار الدافعية بأبعاده الستة.
وقد أظهرت النتائج عدم وجود فرق ذي دلالة إحصائية عند (α=0.05) بين المتوسطَين البعدين للمجموعة التجريبية على اختبار المتابعة البعدي على اختبار "فرانك ويليامز" للتفكير التباعدي والدافعية عند مستوى المتابعة يعزى إلى البرنامج في المجموعة التجريبية ولجميع المجالات، حيث ارتبطت جميعها بمستوى دلالة (α≥0.05)؛ مما يعني الاستمرارية في أثر البرنامج التدريبي على المفحوصين.
المراجع
References
1. Al-Anzi, Nawaf sari.2016 .راء teachers of Public Schools in the state of Kuwait about the relationship of the goals contained in the basic documents of educational stages with the interactive school mediacollege of Education, Kuwait University, the state of Kuwait.
2. Educational journal. MJ. 30, p. 120, C. 2, September 20.16
3. Abu-Rayash, H. (2007). Cognetive Learning (1 ed.). Amman: Darulmasira.
4. Aladwani, H. S. (2007). Personal Traits That Distinguish the Gifted According to Taylor's Theory of Multiple Talents among a Sample of Students in the State of Kuwait. Unpublished Ph.D. Thesis. Amman, Jordan: Ammanb Arab University.
5. Aldahan, M. (2013, July ). The effectiveness of the Talents Unlimited Programme on developing innovative thinking among third year Special education students. Journal of Special Education Research(3).
6. Aldahan, M. (2013). The Effectiveness of the Unlimited Talents Program in Developing Innovative Thinking among Third Year Students of Special Education. Journal of Special Education(31).
7. Aldilimi, Y. (2005). the impact of the multiple talent program on developing thinking patterns associated with the right of the brain), the left of the preparatory stage students. (PhD thesis). Mosul University.
8. Aljamal, M., Alhuwaidi, Z., & Ben-Daniah, A. (2003). The Methods of Identifying the Talented and Gifted and Developing Thinking and Creativity. Alain: Unversity Book.
9. Aljughaiman, A. (2018). The Complete Guide to Designing and Implementing Educational Programmes for the Gifted. Alabikan Publishing.
10. Aljughaiman, A., & Albuyosif, W. (2022). Hidden biases in the nomination and selection of talented students. King Faisal Scientific Journal.
11. Alqatami, N. (2003). Teaching Children Thinking. Amman: Darulfikr .
12. AlSenussi, M. J ' (2022). Degree of recruitment of Islamic education teachers for the strategy of discovery directed at teaching to develop higher thinking skills. Journal of the Faculty of Education for Girls. Journal of the Faculty of Education for Girls
13. Alsoror, N. H. (2022). An Introduction to the Education of the Gifted and Talented. Amman: Darulfikr.
14. Amabile, T. M., & Gryskiewicz, N. D. (1989). The creative environment scales: Work environment inventory. Creativity Research Journal(2), 231-253.
15. Amazian, M. (2015). Learning Methods and Problem Solving. Learning Psychology, Pedagogy and Evaluation.
16. Bellis, M. (2019). Critical Thinking and Creative Thinking Skills Following Calvin Taylor's Model. Retrieved from https://www.thoughtco.com/critical-and-creative-thinking-skills-1991449
17. Beyer, B. K. (1984). Improving thinking skill—Defining the problem. 7(65), 486-90.
18. Buerk, S. (2016). Implication of the Talent Development Framework for Curriculum Design. New York.
19. Chissom, B. S., & McLean. (1979). Establishing the validity of a Talents Unlimited program at the school level. Mobile, AL, USA. doi:ERIC Document Reproduction Service No. ED 181065
20. Conti, R., Amabile, T. M., & Pollak, S. (1995). The positive impact of creative activity: Effects of creative task engagement and motivational focus on college students' learning. Personality and Social Psychology Bulletin, 21(10), 1107–1116.
21. Csikszentmihalyi, M. (1993). Flow. New York : Harper Collins.
22. Csikszentmihalyi, M. (1996). Creativity: Flow and the Psychology of Discovery and Invention. New York: Harper Collins.
23. Dillon, J., & Scott, W. (2002). Perspectives on environmental education-related research in science education. International Journal of Science Education, 24(11), 1111-7.
24. Good, C. V., Merkel, W. R., & Kappa, P. D. (1973). Dictionary of Education (2 ed.). New York: McGrow Hill.
25. Guilford, J. P. (1966). Intelligence: 1965 model. American Psychologist(21), 20-26.Miri, B., David, B.-C., & Uri, Z. (2007). Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking. Research in Science Education, 37(4), 353-369.
26. Newman, J. L. (2005). Talents and Type Ills: The Effects of the Talents Unlimited Model on Creative Productivity in Gifted Youngsters. Roeper Review, 27(2), 84-90.
27. Olszewski, P. (2016). Implications of the Talent Development Framework for Curriculum Design. New York.
28. Ozi, A. (2013). Fostering a culture of excellence and creativity in the family and school. Teaching Journal(2).
29. Pintrich, P., Smith, D., Garcia, T., & Wilbert Mckeachie. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). Michigan University. Michigan University.
30. Renzulli, J. (1977). The Enrichment Triad Model: a Plan for Developing Defensible Programs for the Gifted and Talented. Gifted Child Quarterly, 21(2), 227-233.
31. Salari, M., Roozbehi, A., Zarifi, A., & Tarmizi, R. A. (2018). Pure PBL, Hybrid PBL and Lecturing: which one is more effective in developing cognitive skills of undergraduate students in pediatric nursing course? BMC Medical Education, 18(1). doi:https://doi.org/10.1186/s12909-018-1305-0
32. Schiever, S. W. (1990). A comprehensive teaching thinking. Boston: Allyn and Ba.
33. Schlichter, C. L. (1979). The multiple talent approach to the world of work. Roeper Review(2), 17-20.
34. Schlichter, C. L. (1981). The multiple talent approach in mainstream and gifted programs. Exceptional Children, 48(2), 144-50.
35. Scott J. Peters & Michael Matthews & Matthew T McBee & D. Betsy McCoach
Copyright (C) 2014, Prufrock Press, Inc. ISBN - 10:1618211218
36. Sternberg, R., & Lubart, T. I. (1995). Defying the Crowd: Cultivating Creativity in a Culture of Conformity. New York : Free Press.
37. Talafahah, F. (2009). The effect of using the talents unlimited programme and the cognitive emotional interaction model in teaching geography on the creative abilities and perceived self-efficacy of tenth grade students. Unpublished Ph.D. thesis. Amman, Jordan.
38. Taylor, C. W. (1978). How many types of giftedness can your program tolerate? Journal of Creative Behaviour, 1(12), 39-51.
39. Taylor, C. W. (1988). Various approaches and definitions of creativity. In R. Sternberg, The nature of creativity (pp. 99-121). New York : Cambridge University Press . v. (n.d.).
40. Wagner, T. (2010). The global achievement gap: Why even our best schools don't. New York: Basic Books .
41. Zhang, Z., Hoxha, L., Aljughaiman, A., & al, e. (2018). Creativity motivation construct development and cross-cultural validation. Psychological Test and Assessment Modelling, 60(4), 517-30.
42. Zohar, A., & Dori, Y. J. (2003). Higher Order Thinking Skills and Low-Achieving Students: Are They Mutually Exclusive? Journal of the Learning Sciences, 12(1), 145-181. doi:10.1207/S15327809JLS1202_1
43. Williams, F. (1993). Creativity Assessment Packet Manual. Texas: PRO- ED, Inc.
1. Al-Anzi, Nawaf sari.2016 .راء teachers of Public Schools in the state of Kuwait about the relationship of the goals contained in the basic documents of educational stages with the interactive school mediacollege of Education, Kuwait University, the state of Kuwait.
2. Educational journal. MJ. 30, p. 120, C. 2, September 20.16
3. Abu-Rayash, H. (2007). Cognetive Learning (1 ed.). Amman: Darulmasira.
4. Aladwani, H. S. (2007). Personal Traits That Distinguish the Gifted According to Taylor's Theory of Multiple Talents among a Sample of Students in the State of Kuwait. Unpublished Ph.D. Thesis. Amman, Jordan: Ammanb Arab University.
5. Aldahan, M. (2013, July ). The effectiveness of the Talents Unlimited Programme on developing innovative thinking among third year Special education students. Journal of Special Education Research(3).
6. Aldahan, M. (2013). The Effectiveness of the Unlimited Talents Program in Developing Innovative Thinking among Third Year Students of Special Education. Journal of Special Education(31).
7. Aldilimi, Y. (2005). the impact of the multiple talent program on developing thinking patterns associated with the right of the brain), the left of the preparatory stage students. (PhD thesis). Mosul University.
8. Aljamal, M., Alhuwaidi, Z., & Ben-Daniah, A. (2003). The Methods of Identifying the Talented and Gifted and Developing Thinking and Creativity. Alain: Unversity Book.
9. Aljughaiman, A. (2018). The Complete Guide to Designing and Implementing Educational Programmes for the Gifted. Alabikan Publishing.
10. Aljughaiman, A., & Albuyosif, W. (2022). Hidden biases in the nomination and selection of talented students. King Faisal Scientific Journal.
11. Alqatami, N. (2003). Teaching Children Thinking. Amman: Darulfikr .
12. AlSenussi, M. J ' (2022). Degree of recruitment of Islamic education teachers for the strategy of discovery directed at teaching to develop higher thinking skills. Journal of the Faculty of Education for Girls. Journal of the Faculty of Education for Girls
13. Alsoror, N. H. (2022). An Introduction to the Education of the Gifted and Talented. Amman: Darulfikr.
14. Amabile, T. M., & Gryskiewicz, N. D. (1989). The creative environment scales: Work environment inventory. Creativity Research Journal(2), 231-253.
15. Amazian, M. (2015). Learning Methods and Problem Solving. Learning Psychology, Pedagogy and Evaluation.
16. Bellis, M. (2019). Critical Thinking and Creative Thinking Skills Following Calvin Taylor's Model. Retrieved from https://www.thoughtco.com/critical-and-creative-thinking-skills-1991449
17. Beyer, B. K. (1984). Improving thinking skill—Defining the problem. 7(65), 486-90.
18. Buerk, S. (2016). Implication of the Talent Development Framework for Curriculum Design. New York.
19. Chissom, B. S., & McLean. (1979). Establishing the validity of a Talents Unlimited program at the school level. Mobile, AL, USA. doi:ERIC Document Reproduction Service No. ED 181065
20. Conti, R., Amabile, T. M., & Pollak, S. (1995). The positive impact of creative activity: Effects of creative task engagement and motivational focus on college students' learning. Personality and Social Psychology Bulletin, 21(10), 1107–1116.
21. Csikszentmihalyi, M. (1993). Flow. New York : Harper Collins.
22. Csikszentmihalyi, M. (1996). Creativity: Flow and the Psychology of Discovery and Invention. New York: Harper Collins.
23. Dillon, J., & Scott, W. (2002). Perspectives on environmental education-related research in science education. International Journal of Science Education, 24(11), 1111-7.
24. Good, C. V., Merkel, W. R., & Kappa, P. D. (1973). Dictionary of Education (2 ed.). New York: McGrow Hill.
25. Guilford, J. P. (1966). Intelligence: 1965 model. American Psychologist(21), 20-26.Miri, B., David, B.-C., & Uri, Z. (2007). Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking. Research in Science Education, 37(4), 353-369.
26. Newman, J. L. (2005). Talents and Type Ills: The Effects of the Talents Unlimited Model on Creative Productivity in Gifted Youngsters. Roeper Review, 27(2), 84-90.
27. Olszewski, P. (2016). Implications of the Talent Development Framework for Curriculum Design. New York.
28. Ozi, A. (2013). Fostering a culture of excellence and creativity in the family and school. Teaching Journal(2).
29. Pintrich, P., Smith, D., Garcia, T., & Wilbert Mckeachie. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). Michigan University. Michigan University.
30. Renzulli, J. (1977). The Enrichment Triad Model: a Plan for Developing Defensible Programs for the Gifted and Talented. Gifted Child Quarterly, 21(2), 227-233.
31. Salari, M., Roozbehi, A., Zarifi, A., & Tarmizi, R. A. (2018). Pure PBL, Hybrid PBL and Lecturing: which one is more effective in developing cognitive skills of undergraduate students in pediatric nursing course? BMC Medical Education, 18(1). doi:https://doi.org/10.1186/s12909-018-1305-0
32. Schiever, S. W. (1990). A comprehensive teaching thinking. Boston: Allyn and Ba.
33. Schlichter, C. L. (1979). The multiple talent approach to the world of work. Roeper Review(2), 17-20.
34. Schlichter, C. L. (1981). The multiple talent approach in mainstream and gifted programs. Exceptional Children, 48(2), 144-50.
35. Scott J. Peters & Michael Matthews & Matthew T McBee & D. Betsy McCoach
Copyright (C) 2014, Prufrock Press, Inc. ISBN - 10:1618211218
36. Sternberg, R., & Lubart, T. I. (1995). Defying the Crowd: Cultivating Creativity in a Culture of Conformity. New York : Free Press.
37. Talafahah, F. (2009). The effect of using the talents unlimited programme and the cognitive emotional interaction model in teaching geography on the creative abilities and perceived self-efficacy of tenth grade students. Unpublished Ph.D. thesis. Amman, Jordan.
38. Taylor, C. W. (1978). How many types of giftedness can your program tolerate? Journal of Creative Behaviour, 1(12), 39-51.
39. Taylor, C. W. (1988). Various approaches and definitions of creativity. In R. Sternberg, The nature of creativity (pp. 99-121). New York : Cambridge University Press . v. (n.d.).
40. Wagner, T. (2010). The global achievement gap: Why even our best schools don't. New York: Basic Books .
41. Zhang, Z., Hoxha, L., Aljughaiman, A., & al, e. (2018). Creativity motivation construct development and cross-cultural validation. Psychological Test and Assessment Modelling, 60(4), 517-30.
42. Zohar, A., & Dori, Y. J. (2003). Higher Order Thinking Skills and Low-Achieving Students: Are They Mutually Exclusive? Journal of the Learning Sciences, 12(1), 145-181. doi:10.1207/S15327809JLS1202_1
43. Williams, F. (1993). Creativity Assessment Packet Manual. Texas: PRO- ED, Inc.
منشور
2023-11-10
كيفية الاقتباس
د. فاطمة مطر بن حالول. (2023). تأثير نظرية المواهب اللامحدودة في تنمية مهارات التفكير التباعدي والدافع للإبداع لدى طلبة (ح2) في دولة الامارات. Journal of Arts, Literature, Humanities and Social Sciences, (97), 155-176. https://doi.org/10.33193/JALHSS.97.2023.931
إصدار
القسم
المقالات
