The Effect of using Divergent Thinking Strategies for Teaching Science in Developing Problem-Solving Skills among Preparatory Stage Pupils

The aim of the current research was to identify the effect of using divergent thinking strategies to teach science in developing problem-solving skills among second year preparatory school pupils. This research adopted the quasi-experimental research design based on two groups, the experimental and the control group. The research sample was selected from the among second year of preparatory school pupils at Deir Atiyah Preparatory School affiliated to the Minia Educational Administration, which consisted of (54) male and female students. The experimental group consisted of (27) male and female participants, and the control group comprised (27) male and female pupils. The educational materials included the student's book and the teacher's guide both prepared according to the divergent thinking strategies for the unit "Periodic Table of Elements and their Properties". The measurement instruments consisted of a test of problem-solving skills. The results of the research disclosed the effectiveness of using divergent thinking strategies to teach science in developing problem-solving skills among second-grade preparatory pupils as there are statistically significant differences between the mean scores of the experimental group participants and the control group participants in problem-solving skills test in favor of the experimental group.