Document Type : Reasearch paper
Abstract
The current research aims to identify the coordination thinking skills of middle school students and the differences in their coordination thinking skills according to both the variables of gender (males - females) and specialization (scientific - literary). To achieve the objectives of the research, the two researchers built a measure of coordination thinking skills, consisting of 40 items distributed over six skills, namely (divergent, analytical, synthetic, systematic, scientific, and critical thinking). Each item has two alternatives (A, B). Its validity and reliability were also extracted. The two researchers applied the measure to the research sample that It was chosen in a random stratified manner and consists of (400) male and female middle school students. The statistical methods used in the research are (Pearson correlation coefficient, t-test for one sample and two independent samples, and analysis of variance).
The results showed that middle school students have coordinated thinking skills, and they are arranged in a sequential manner from the highest skill, which is the skill of synthetic thinking, then critical, then scientific, then analytical, then systematic, then divergent. There are no differences in skills according to the gender variable, except for the presence of differences according to the specialization variable in favor of scientific specialization. The two researchers reached a number of recommendations and proposals.
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