الفهرس 
مشكلة البحث وخطة دراستهايوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 16 |  |  |
| | | from | 16 | | |
المستخلص
Education for thinking gains an increasing importance as a need for the success of the learner and the development of the society. Now the world witnesses a great development in different fields of knowledge and this does not appear suddenly. However, this appeared by the forehands of the creative people who endure many difficulties to reach this level of development. Creativity has become a necessity of the necessaries of modern life. What we see today of a fast progress in all fields is nothing but an expression of creativity; this imposes on pedagogy and bringing up the importance of giving great attention to creative thinking in addition to directing the learners’ energies to the utmost limit. Geography curriculums are considered to be the most powerful in developing creativity for learners if it is well-planned and well- executed. In addition, social materials generally and geography specifically deals with issues and problems that have time dimensions and spatial dimensions and relations. This creates matters that have backgrounds and dimensions which need conscious and creative minds to deal and feel with. Therefore, it was necessary to search for programs that were concerned with the development of the creative thinking in addition to the learner’s activity and his positivity in the processes of education and learning. Also, these programs encourage the learner to express his own thoughts and offer him an opportunity to use all the thoughts he has in new situations.
More over, ”CORT” program is one of the famous programs which enables the learner to develop his creative thinking and pushes him to achieve great progress. It is based on the active positive and effective role of the learner in the processes of education and learning. The learners shouldn’t be just negative receptive of the information and the available knowledge of the teacher.
Research’s Problem
The general problem of the research is determined to the decrease of the creative thinking skills of the preparatory stage students in addition to their weakness in achieving progress in geography subject. The current research problem is limited to the discovery of the effectiveness of the using of ”CORT” program in teaching geography subject to develop the creative thinking of the third preparatory grade students and their achievement motivation.
The Research’s Problem can be identified in the following main question:
What is the effectiveness of using ”CORT” program in Teaching Geography to Develop Creative Thinking and Achievement Motivation for Preparatory Stage Pupils?
from this main question, the following sub questions emerge:
1. What the appropriate creative thinking skills for the third preparatory grade students in geography?
2. What is the suggested vision for two units prepared according to ”CORT” program in developing the creative thinking and the achievement motivation of the third preparatory grade students in geography?
3. What is the effectiveness of the using of ”CORT” program in developing the creative thinking of the third preparatory grade students in geography?
4. What is the effectiveness of the using of ”CORT” program in developing the achievement motivation of the third preparatory grade students in geography?
Research’s hypotheses
1. There are no statistical significant different between the mean scores among the experimental and control groups in the pre applying for
- Creative thinking test.
- Achievement motivation scale.
2. There is a statistical significant different in level (0.05) between the mean scores of the experimental and control groups in the post creative thinking test as a whole and in each skill separately.
3. There is a statistical significant different in level (0.05) between the mean scores of the experimental group in the two applications for pre and post creative thinking test as a whole and in each skill separately in favor of the post application.
4. There is a statistical significant different in level (0.05) between the mean scores of the experimental and control groups in achievement motivation scale dimensional as a whole and in each dimension separately.
5. There is a statistical significant different in level (0.05) between the mean scores of the experimental group in the two applications for pre and post achievement motivation scale as a whole and in each dimension separately for post-application.
Research’s Aims
1. The development of the creative thinking in geography for pupils in third grade preparatory.
2. The development of the achievement motivation in geography for pupils in third grade preparatory.
3. The discovery of effectiveness of ”CORT” program in Teaching Geography to Develop Creative Thinking and Achievement Motivation for pupils in third grade preparatory.
Research’s Limitations
1. A group of Preparatory school, third grade pupils.
2. Selecting geography units from geography curriculum for Preparatory school, third grade pupils.
3. Two parts of ”CORT” program Part I (Breadth of cognition) and Part IV (Creativity).
4. Developing some creative thinking skills Appropriate for pupils in third grade Preparatory (Fluency-Flexibility- Originality- Sensitivity for the problem- Synthesis - Soothsaying- Realization Elaboration-Visualization).
5. Developing achievement motivation and dimensions (planning for the future, competition, perseverance, enjoys learning geography, a sense of responsibility, and seeking excellence).
Research’s methodology
1. The analytical description methods will be used with regard to reviewing the previous studies and literature relevant to variables of the study.
2. The educational experimental methods for implementing the experimentation, gathering the data and analyzing the finding.
Research’s Tools
First: Experimental Tools:
1. Preparing A teacher’s guide to teach the two units that are reformulated according to”CORT” Program.
2. Preparing pupils work cards according to ”CORT” Program.
Second: Measurement tools:
1. Creative thinking test. (Prepared by researcher)
2. Achievement motivation Scale. (Prepared by researcher)
Research’s procedures
To answer questions about current research and validation of hypotheses, the researcher followed the steps and the following Procedures:
First: A theoretical study includes
1. Access to educational literature, research, and previous studies that are relevant to the subject of current research.
2. A theoretical study of the research variables (creative thinking, achievement motivation, ”CORT” program).
Second: To answer the first question of the research, preparing a list of creative thinking skills.
Third: To answer the second question of the research questions were
1. Preparing A teacher’s guide to teach the two units that are reformulated according to ”CORT” Program.
2. Preparing pupils work cards according to ”CORT” Program.
Fourth: To answer the third and fourth question of the research questions were
1. Preparing creative thinking test.
2. Preparing achievement motivation scale.
To apply the research experiment has been following these steps:
1. Choosing the research groups and dividing them two groups, the experimental group, the control group.
2. The pre applying of tools of research on the two groups of study.
3. Teaching the lessons that depend on ”CORT” program for the experimental group.
4. The post applying of tools of research on the two groups of study.
5. Statistically analyzing the collected data.
6. Interpreting the finding and making conclusion, recommendation and suggestion for future researches.
Research’s sample
The Research’s sample consists of two groups from third preparatory pupils in two of Sharkia Governorate preparatory school which were selected randomly. Dividing them two groups, the first experimental which studied according to ”CORT” pogrom, the control group.
Research’s Findings
1. There is statistical significant different in level (0.05) between the mean scores of the experimental and control groups in creative thinking test as a whole for the experimental group, as well as in each skill separately.
2. There is statistical significant different in level (0.05) between the mean scores of the experimental group in the two applications pre and post for creative thinking test as a whole for the benefit of the post application, as well as in each skill separately.
3. There is statistical significant different in level (0.05) between the mean scores of the experimental and control groups in achievement motivation scale as a whole for the experimental group scale, as well as in each dimension separately.
4. There is statistical significant different in level (0.05) between the mean scores of the experimental group in the two applications pre and post for achievement motivation scale as a whole for the benefit of the post application, as well as in each dimension separately.