تحليل محتوى كتب علم الأحياء للمرحلة الإعدادية وفق مهارات التفكير المتشعب

Abstract EN

The current study aimed to identify the inclusion of divergent thinking skills in biology books for the preparatory stage.

To achieve this goal, the researchers adopted the descriptive analytical approach, and the study was applied to a sample that consisted of three books, which are biology books for the preparatory stage.

And the arbitrators to make the appropriate adjustments, and the researchers verified the apparent honesty and the validity of the analysis, where the stability of the analysis was calculated in two ways, the method of the researcher with himself, and the method of external analysts.

The researchers adopted the repetitions as units of counting and the explicit and implicit idea as a unit of analysis, and the results showed the weak interest of biology books for the preparatory stage in the skills of divergent thinking, as the biology books for the preparatory stage combined achieved a percentage (59.82%), which is less than the spoken percentage approved by experts And the amount (60%).

In light of the results of the study, the researchers came up with a number of recommendations: 1- Rebuilding the content of biology for the preparatory stage, and this is done by paying attention to the divergent thinking skills and including them in the content of biology books, which gives students the ability to benefit from the divergent thinking skills.

2- The researchers recommend that those responsible for preparing the content of biology books include divergent thinking skills in the curriculum.

To complement the results of the study, the researchers suggest a set of suggestions: 1- Conducting a descriptive and analytical study on the divergent thinking skills in biology and science books for the intermediate stage.

2- Conducting a descriptive and analytical study on the divergent thinking skills among the subjects of the Department of Life Sciences and the subjects in the Department of Physics.