Divergent thinking among distinguished students
Abstract
The current research seeks to identify divergent thinking among distinguished students, and to achieve the goal of the current research, the researcher followed the steps of the descriptive approach by preparing the divergent thinking test and extracting the appropriate psychometric characteristics through a sample of (100) distinguished students, and after reassurance about the tool, the test was applied to a sample Distinguished students were randomly selected from Baghdad schools. The study reached the following results:1. The educational programs, including teaching practices and activities, are unable to develop divergent thinking among students because these programs depend on logic in their construction, while this type of thinking requires deviating from familiarity and traditionalism, which is not permitted by the educational climate that emphasizes adherence to the instructions and laws that Organize the educational process. The constituent structure of divergent thinking is not determined by inherited factors, but is more related to environmental influences, educational experiences, and the educational climate. This type of thinking is not an exit and rejection of the logical construction of knowledge and problem solving, but rather a complementary pattern of intellectual skills required by the nature of the problems produced by the changing life and requiring illogical solutions
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