فاعلية برنامج تعليمي إلكتروني في ضوء نظرية الحل الابتكاري للمشكلات (TRIZ)‎ في تحصيل التربية الاجتماعية و تنمية مهارات التفكير لدى طلبة الصف السابع في محافظة معان

Abstract EN

This study aims to detect the effectiveness of TRIZ-based instructional program on the civics education acquisition and developing thinking skills for seventh grade students in ma'an directorate.

to achieve this aim, critical thinking test was prepared which consisted of 31 paragraphs distributed into five layers; these are : analysis, inference, evaluation, conclusion, and induction.

the proposed electronic program was prepared based on some principles of TRIZ theory, and the researcher chose five principles to incite the students' intellect to be aware of the content of the unit and the skills to be developed in this unit.

these principles are : the principle of division and dismemberment, the principle of inclusion, the principle of linkage, merging and annexation, the principle of moving from one stage to another, and the principle of taking advantage of the spatial feature of the parts of the system .to achieve the study aims, the researcher used the liken-empirical method.

the study sample was 83 seventh grade students in Ma'an directorate.

these students were randomly selected.

the results of the study showed the high effectiveness of employing a proposed electronic program based on the five principles of TRIZ theory in developing critical thinking skills among seventh grade students.

in this, the influential development of the experimental group outstand the control group in the post test of critical thinking skills.

the present study concludes that there are statistically significant differences at the level of significance (a ≥ 0.05) between the average scores of students for the experimental group and the average scores of students for the control group in the favor of application to test critical thinking skills in favor of the experimental group which shows the effectiveness of the proposed electronic program based on TRIZ theory.

whereas, the adjusted one gain (1.72) coefficient for BLAK measurement for testing critical thinking skills.

The researcher recommends the necessity of integrating the principles of TRIZ theory into the civic education curricula as a way that helps students develop their critical thinking skills.