The Effectiveness of the SCAMPER Strategy in Developing Generative Thinking in Chemistry Among Middle School Students

Abstract

     The study aimed to investigate the effectiveness of the SCAMPER strategy in developing generative thinking among second-year intermediate students in chemistry. The study was motivated by the shortcomings of traditional teaching methods, which fail to meet the requirements for developing higher-order thinking skills, especially generative thinking, which serves as a fundamental tool for solvin complex problems. To achieve this, the researcher used the experimental method on a sample of (30) students. They were divided into two groups: the first was the experimental group, which studied according to the SCAMPER strategy, and the second was the control group, which studied using the traditional method. The results showed the presence of statistically significant differences in favor of the experimental group in all generative thinking skills (fluency, flexibility, prediction, hypothesis formulation, and criticism). The results also showed that the effect size was large, which reflected the effectiveness of the strategy in developing generative and evaluative abilities among students. These findings underscore the importance of integrating the SCAMPER strategy into the teaching of chemistry and science in general, along with training teachers to apply it and developing science curricula in general and the chemistry curriculum in particular to include activities that stimulate generative thinking.

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