The effect of the imaginative learning strategy on on the achievement and developing predictive thinking skills in the physiology course for first-year students. Classroom teacher at the Third College of Education in Daraa.

Abstract

The aim of the research is to study the effect of the imaginative teaching strategy on developing predictive thinking skills in the physiology course for first-year classroom teachers. To achieve the research objectives, the researcher followed the quasi-experimental approach, by designing an achievement test, in addition to a test of predictive thinking skills. The research tool was applied to a sample consisting of (30) male and female students representing the experimental group. The research reached the following results:

There is a positive effect of imaginative learning on academic achievement and predictive thinking skills among the study sample members.

There are statistically significant differences between the average scores of students in the experimental group in the pre- and post-tests on the achievement test, and the differences were in favor of the post-test.

There are statistically significant differences between the average scores of students in the experimental group in the pre- and post-tests on the thinking skills test, and the differences were in favor of the post-test.

There were no statistically significant differences between the average scores of students in the experimental group in the post-test and the delayed test on the achievement test.

There were no statistically significant differences between the average scores of students in the experimental group in the post-test and the delayed test on the predictive thinking skills test.