فاعلية استخدام استراتيجيتي ميرل-تنسون و الخارطة الدلالية في تنمية مهارات التفكير الابتكاري لطلاب كلية التربية البدنية و علوم الرياضة

Abstract EN

The objectives: Discovering of the effect of using Miller – Tynson strategy and the indicative map in the developing the skills of innovative thinking for the third year students, knowing which one of the two strategies is the best.

the researcher proposed the following: 1.

There are no statistical indicative differences between the average of the students' scale of the first experimental group which studies Miller – Tynson strategy and the average of the students of the second experimental group which studies indicative map strategy in the test of innovative thinking.

2.

There are statistical indicative differences between the average of the students' scale of the first experimental group which studies Miller – Tynson strategy in the pre-test and post-test for innovative thinking.

3.

There are statistical indicative differences between the average of the students' scale of the first experimental group which studies indicative map strategy in the pre-test and post-test for innovative thinking.

The number of the sample is (56) students, consists of the third year students at the College of Sport Sciences and Physical Education at the University of Tikrit ( 2016-2017), distributed into two experimental groups, The first group studied according to Miller – Tynson strategy and second group according to the indicative map, and the equivalence had been achieved for the research groups in variables (the chronological age, Educational level in previous years and innovative thinking).

The experiment took 8 weeks and the students have studied (16).

According to the results the researcher has concluded: 1.

The educational program designed according to Miller-Tynson strategy proved its activity in developing the innovative thinking for the third year student of the sport sciences and physical education.2.

The educational program designed according to indicative map strategy proved its activity in developing the innovative thinking for the third year student of the sport sciences and physical education.3.

The effect level of the two educational samples is close according to Miller-Tynosn strategy and indicative map strategy in developing the innovative thinking for the third year student of the sport sciences and physical education.

Recommendations 1.

Adopting the two educational samples according to Miller - Tynson and indicative map in developing of innovative thinking for the students of the college of Physical Education and Sport Sciences.2.

Providing a suitable educational environment for developing the innovative thinking and other types of thinking inside the classrooms by developing the innovation, cooperation, respecting the others' opinion, encouraging of search and providing the necessary financial capacity.

Suggestions: -1.

Conducting other studies by using modern strategies and samples other than the strategies used by studies in order to know the range of its activity in studying.

Also comparing the results of the two Miller - Tynson and indicative map strategies and checking which one is better according to the results in acquiring the concepts of the teaching methods and developing the level of the innovative thinking for them.2.

Conducting other studies by using Miller - Tynson and indicative map on a female students and for the same stage and subject, and checking the percentage of the their development their results comparing with the male students.