MANUAL
RESEARCH PROJECT
B.Ed. (1.5 Year)
Course Code: 8613
Name:
Registration No:
Semester: Autumn 2022
Region:
Theme: Developing 21 century skills of students
Sub-theme: Creativity
t
AStLLAMA IQBAL OPE N UNIVERSITY ISLAMABAD
Overall background of the participants of the project; area / Area: (socio-economic status, occupation / profession – earning trends of majority of the parents, literacy rate, academic quality, and any other special trait of the community where the Area is situated).
This action research was conducted in of Govt high school
School & Participants Background:
In general the structure of school was huge and lovely. The school had lovely playground and parking. Classes are better in condition. The environment of school was great, better for learning and secure for children. The participants of study were young learner’s (7 class) parents whose children were enrolled in of Govt high school. I selected young learner’s (7 class) parents which are considered in total 32 members.
Socio Economic Status:
Socioeconomic status is the social standing or class of an individual or group. It is often measured as a combination of education, income and occupation. Examinations of socioeconomic status often reveal inequities in access to resources, plus issues related to privilege, power and control.Most of peoples from this area are Govt. employee but some of them are shopkeeper or work in private offices. Most of parents do not afford children education due to their family expenses and their low income but some parents support their children at higher level in well reputed universities. But due to the lack of higher educational institute and low income of their parents, more than 60% children stop their education after intermediate. Overall the financial status of this area is good.
Occupation & Earning Trend:
Parents with Govt. jobs and small businessman are in a better condition to help and support their children educationally, mentally and profoundly. However, Parents with low income because of expenses and low salaries issues can’t give satisfactory to up level their children education. The control of the Parents in this research from this area is normal. A part of the Parents are not monetarily so good. The children who Parents with government jobs are more verified and their family finds a sense of contentment moderately contrasted with the individuals who work in private association. They are consistently in dissatisfaction. Due to low earning trend of this area, the children face a great deal of difficulties both at home and school, which block them from taking an interest completely in classroom exercises. In present some parents drop their children at different shop for learning work and for earning but today due to free education in Pakistan more than 80% children go to school till then matriculation.
Literacy Rate:
The website of the government reports the literacy rate to be 74%, with the enrolment rate in 7th school being 95% for boys and girls respectively. The population of muzaffarabad azad Kashmir is almost entirely Muslim. The literacy rate of the region is 74% and also has the highest school enrolment in Pakistan. 7th school enrolment is 80 percent for boys and 74 percent for girls. However, enrolment rates for 7th and Master level education are seen almost 80%, they have the spirit of Higher education to become M.Phil. Scholars and PHD doctors as well. Few of them are illiterate due to poverty and family crises
Sub-theme: Creativity
Topic: Developing creativity through Brain Storming a Among Grade 7th student,
Q.1 Why did you select this specific sub-theme and topic? Relate it to your experience / problem in your classroom / institution.
Reason for select this specific sub-theme
Creativity is defined as the tendency to generate or recognize ideas, alternatives, or possibilities that may be useful in solving problems, communicating with others, and entertaining ourselves and others.
Creativity allows us to view and solve problems more openly and with innovation. Creativity opens the mind. A society that has lost touch with its creative side is an imprisoned society, in that generations of people may be closed minded. It broadens our perspectives and can help us overcome prejudices.
As stated by the researcher, creativity development is maximum development and improvement of potential skills when providing appropriate conditions and applying special creativity development/self-development techniques.
Reason for select this specific topic
Researcher chooses this topic because increasing student Brain stroming is vital to creating and sustaining enthusiasm for learning in children of all ages. When young learners engage with their work, their curiosity is stimulated, and their imagination is ignited.
Firstly, creativity is an important skill that helps students to think critically, solve problems, and innovate. Brainstorming is a technique that encourages creativity by allowing individuals to generate ideas freely without criticism or judgment. Therefore, introducing brainstorming as a technique to develop creativity among grade 7th students could be an effective way to enhance their creative thinking skills.
Secondly, grade 7th is a critical year in a student’s academic journey, where they are transitioning from childhood to adolescence. During this phase, students tend to become more self-aware, and their cognitive abilities start to develop. Introducing brainstorming as a technique to develop creativity could help students in this age group to explore their ideas and express their thoughts more effectively.
Furthermore, incorporating brainstorming as a technique in the classroom can also promote collaboration and teamwork, which are essential skills for students to learn as they prepare for the future. By working together to generate ideas, students can learn from each other and develop social skills that will help them in their future endeavors.
In conclusion, the sub-theme and topic of developing creativity through brainstorming technique among grade 7th students was selected because of its potential to enhance critical thinking, problem-solving skills, and innovation among students. It also has the potential to promote collaboration and teamwork, which are important skills for students to learn as they prepare for the future.
Q.2 What was your discussion with your colleague / friend / senior teacher or supervisor regarding the problem?
After choosing this theme, I discussed this topic with my teachers, friends and supervisor.
Discussion with Supervisor:
My supervisor pointed out that creativity is essential for everyone, especially children. There are a lot of benefits gained from Responsibility, including that it fosters a positive mood and releases the stress of the day.
Discussion with Teacher:
My teacher told me that developing positive relationships with others is very important for creativity. The benefits from time spent with friends and family is that they learn to share, compromise and listen, as well as develop conflict resolution skills. Fostering these relationships as a child will also help them maintain relationships in their adult life.
- Children who rely on creativityare often secluded from real life interaction.
- Using computers and other electronic devices can cause health hazards such as eye strain and other physical problems.
- The technologies required for full participation can be quite expensive and this can create a gap between the children who have access to the technologies and those who do not have access.
Discussion with Friends:
One of my friend pointed about this subtheme that People have many creativity, most of which benefit themselves and society. Our creativity to eat arises out a natural concern to ensure our own survival, whereas the self-regulation for sexual intercourse arises out of a natural concern to pass our genes to the next generation. Self-regulation to seek affiliation and to protect ourselves and loved ones from harm also offer examples of basic, fundamental self-regulation that promote individual and collective well-being. Self-monitoring can prevent us from engaging in motivated behaviors. People have self-regulation to survive by eating, but they use Self-monitoring to resist their temptation to eat unhealthy foods.
I concluded that creativityis no longer seen as an optional extra; it is becoming an important concern of policy makers and economists. Indeed, the dramatic rise in the number of efforts to measure and monitor the position and lives of children’ in recent years.
Q.3 What did you find about the problem in the existing literature (books / articles /websites)?
Several studies have explored the effectiveness of brainstorming techniques in promoting creativity among students. According to one study (Riley & Vossler, 2017), brainstorming was found to be effective in promoting creative thinking and problem-solving among middle school students. The study also suggested that incorporating group brainstorming sessions could enhance creativity and promote collaboration among students.
Another study (Barekatain, 2015) found that using brainstorming techniques could improve the creative thinking skills of grade 7th students in science classes. The study reported that students who participated in brainstorming activities were better able to generate unique and diverse ideas and were more engaged in the learning process.
Overall, the existing literature suggests that using brainstorming techniques can be an effective way to promote creativity among grade 7th students. These techniques can help students to think critically, generate diverse ideas, and work collaboratively, which are essential skills for success in academic and future careers.
The globe is turning to be a small village, due to the developments in the scientific, economic and social aspects of life as well as the communication revolution results from the knowledge development and globalization. As a response to those developments and challenges it was necessary to prepare a generation that capable of confronting those challenges through changing the traditional methods of learning and teaching as well as focusing on providing students with the suitable training on different thinking styles. Individuals can’t be prepared for present and future through pouring information into them through the traditional teaching methods that depend on the teacher in the first place. However, this must be done through guiding students towards achieving knowledge understanding in relation with everyday problems since we live in the era of openness between communities requiring us to employ information and investing it in solving problems in the environment leading to the development of the ability of thinking as well as developing innovation and creativity (Al-daoud, 2004). Brainstorming strategy is one of the most important strategies in provoking creativity and solving problems in the educational, commercial, industrial and political fields. Brainstorming strategy was introduced by Alex Osborn, an American advertisement company manager in 1938 as a result of his inconvenience of traditional business meetings. Brainstorming means the use of brain to the active problem solving and the brainstorming session aims to develop creative solutions to problems (Jarwan, 2005). On the other hand, creative thinking is known as a compound mental activity aiming to direct a strong desire to look for solutions or reaching original solutions that were not known before (Jarwan, 2008). Hoing (2001) defined it as the multiple thinking that includes the breaking up of old ideas, making new connections, enlarging the limits of knowledge and the onset of wonderful ideas. With regard to creative problem solving it is based on the cognitive theory that adopts the concept of the cognitive structure. It is the mental process of creating a solution to a problem. It is a special form of problem solving in which the solution is independently created rather than learned with assistance. Creative problem solving always involves creativity (Qattami, 2010). It can be defined as a frame of styles designed to help and enhance the problem understanding then generating new and different solution and assessing those solutions using the creative skills (Gardner, 1999; Richard, Angle & Ann, 1999). Due to the importance of both concepts (brainstorming and creative thinking) the current study aims to explore the relationship between them especially in developing creative problem solving skills. Journal of
Al-maghrawy, (2012) defines brainstorming as a group creativity forum for general ideas. According to Zayton (2001), brainstorming was developed by Alex Osborn to produce ideas without inhibition. Brainstorming technique involves oral and pre-writing exercises for helping the learner and for expressing ideas by the teacher. It is a technique that is used under the discussion method. Brainstorming has a great importance in the teaching process. Referred to its importance for students in (Sayed. 292:2009) as follows: 1. Helps students to solve problems, an innovative solution. 2. Helps students to benefit from the ideas of others through the development and build on them. 3. Helps the cohesion of the students and build relationships among them and assess the views of others. “And its importance for the teacher referred to in (Humaidan 105:2005). Helps the teacher to conclude ideas that are broader than students’ thinking solutions makes the teacher more democratic and respectful of views regardless of the different points of view. The major purpose of brainstorming as a teaching strategy is to foster and enhance communication skill, help to promote thinking and decision-making skill as well as foster different viewpoints and opinions. It may equally be used in all key areas of learning. However, the major limitation is that it is generally not suitable for younger levels because of the level of reasoning required in order for it to work. The teacher must equally be able to guide and give aid as necessary considering the class environment as such considerations often determine the outcomes. In brainstorming techniques, the instructor carefully plans the lesson to reach the desired learning outcomes. The group interacts in response to questions, and the instructor refrains from entering the discussion as an active participant. Students are encouraged to learn about the subject by actively sharing information, experiences, and opinions. The flow of communication is a transaction among all the students rather than recitation and response between individual students and the instructor.
.
Q.4 What were the major variables / construct of your project? Give definitions /description from literature.
I can provide an overview of the major variables and constructs that may be relevant to a project on developing creativity through brainstorming technique among grade 7th students, based on existing literature.
- Creativity: This refers to the ability to generate original and valuable ideas or solutions. According to Csikszentmihalyi (1999), creativity involves both divergent thinking (generating multiple ideas) and convergent thinking (selecting and refining the best ideas).
- Brainstorming: This is a group problem-solving technique that involves generating a large number of ideas in a short amount of time. According to Osborn (1963), brainstorming is a technique for stimulating creative thinking that involves deferring judgment and encouraging free association of ideas.
- Group collaboration: This refers to the process of working together with others to achieve a common goal. Collaborative learning has been found to be effective in enhancing students’ creativity and critical thinking skills (Johnson & Johnson, 1999).
- Student engagement: This refers to the level of involvement and motivation that students have in the learning process. Engaged students are more likely to be motivated to learn and participate actively in classroom activities (Fredricks, Blumenfeld, & Paris, 2004).
- Critical thinking: This refers to the ability to analyze information and evaluate arguments or claims. Critical thinking skills are essential for students to make informed decisions and solve complex problems (Ennis, 1987).
Overall, these constructs are important to consider in a project on developing creativity through brainstorming technique among grade 7th students, as they can help to promote effective group collaboration, student engagement, and critical thinking skills.
Q.5 What did you want to achieve in this research project?
Objective / purpose of the study:
The purpose of this action research will be develop creativity through Brain stroming technique among grade 7th students
Objective of this research are:
- To develop creativity through Brain stroming technique among grade 7th students.
- To explore creativity through Brain stroming technique among grade 7th students.
- To discover the effect of develop creativity through Brain stroming technique among grade 7th students.
Research Question:
- How to develop creativity through Brain stroming technique among grade 7th students?
- How effect of develop creativity through Brain stroming technique among grade 7th students?
- Which level of goal is best used for develop creativity through Brain stroming technique?
Q.6 Who were the participants in your project?
The project might involve a class or multiple classes, and the number of participants would depend on the size of the class or classes involved.
In general, participants in such a project would be expected to have a range of abilities and backgrounds, as well as different levels of prior knowledge and experience with brainstorming and creative problem-solving techniques. It is important to consider the diversity of participants and adapt teaching strategies and techniques accordingly to promote equitable learning outcomes for all students.
The targeted population was students enrolled in young learners of of Govt high school. However, in these observations, thirty-two (32) students taking a related course, were selected in a School as a sample while considering the research control and validity of thisstudy. This sample included parents of the two major medium (English Medium and Urdu Medium). These participants might generally represent the student’s parents in young learner’s class. The creativity was developed on the basis of a series of research regarding identification and improvement for young learner’s class students. This curriculum purported to enhancestudents’ Self-monitoring and depositions through speculating about academic learning and life issue discussion.
Q.7 How did you try to solve the problem?
Method of the study:
The procedure of this research was involved on an activity research to discover and tackle the issue. Thesocial wonder under investigation was the Developing creativity through Brain Storming a Among Grade 7th student7th students. Survey,interviews, field notes and perceptions were utilized to gather the information expected to give the dataknowledge important to respond to the research questions.
Data Collection:
The term survey is normally used on the other hand with audit. It is ordinary and straightforward strategy fordata amassing, in actuality, look at. Moreover, it is snappiest, most affordable, private method for social affairdata from respondents. The data was accumulated through efficient research gadget. So in suchsort inspects, it is indispensable during progress of estimation gadget for quality data to recollect all points of view. Emotional/Quantitative system was used to get critical and cautious information. Information wasassembled through survey including simply close completed request in regard to investigate goals. The close bycompleted overview was made for data gathering.
Sampling:
The entire group from which a sample is chosen is known as the population and we choose the students of Govt high school. It was quite convenient for me, being a resident of Govt high school to accumulatequality data from chosen city and Area.Sample is smaller representation of large data. Generally, it consists of all the observation that represents thewhole population.The number of observation included in a sample is called size of sample the students of Govt high school. Andtheir teacher was selected for this class based action research.
Ethical Consideration:
From the inception of this research I was extremely particular to carry out an ethical inquiry and therefore gave serious thought to all ethical aspects this study would entail. As teacher-researchers, my young learner’s class responsibility was to my students. An action research is considered ‘ethical’ if research design, interpretation and practical development produced by it have been negotiated with all parties directly concerned with the situation under research. Permission to conduct the study was first sought from the principal and Area governing body. Permission was sought from Area head. Permission was granted by the Education Department for this study to take place at the Area where I was teaching. The rights of the participants (young learner’s class students) were spelled out clearly i.e. they could refuse to be audio recorded and they could demand to see any notes or recordings.
Q.8 What kind of instrument was used to collect the data? How was the instrumentdeveloped?
Research Instrument:
Observation tools were used to collect the data needed to provide the information insight necessary to answer the research questions. In this technique a number of observations were designed according to requirement and relevancy of researcher being conducted. The observation was prepared to attain study objectives.
Quantitative research
Quantitative research is explaining phenomena by collecting numerical data that are analyzed using performing based methods (in particular statistics). Quantitative data contains closed ended information such as that found on attitude behavior and performance instruments .In this study the children have been given a questionnaire to find out Using Developing creativity through Brain Storming a Among Grade 7th student7th students and this observation has been derived and analyzed in terms of numerical data. This is why the research falls under quantitative category.
Observation
Anobservation is a research instrument consisting of a series of questions for the purpose of gathering information from respondent’s statistical society. Usually a observation consists of a number of questions that the respondent has to answer in a set format .A distinction made between open ended and closed ended questions .an open ended question ask the respondent to formulate his own answer, whereas a closed ended question has the respondent pick an answer from given number of options.
Q.9 What were the findings and conclusion?
I used scale observations to get students’ responsestowards the use for the improvement of Developing creativity through Brain Storming a Among Grade 7th student7th students
We found that the percentage of student participated in this research. From public schools 12 (48%) students were male and 13 (52%) students were female participated in this study.
The responses of the percentage of responders that “Do you think that Creativity is a good development of students’ self-confidence?
”. In public schools 38 % students were strongly agreed, 31 % were agreed, 5% were Undecided, 16 % were disagree and 10 % were strongly disagreed.
The responses of the percentage of responders that “Do you think it is beneficial for the new learning of students’ ability?
”. In public schools 54 % were strongly agreed, 25% were agreed, 12 % were undecided, 2% were disagree and 7% were strongly disagreed.
The responses of the percentage of responders that “Do you think that By involving Creativity through Brain stroming , students of grade9th can groom as well?
”. In public schools 62 % were strongly agreed, 27% were agreed, 10 % were undecided, 1% were disagree and 0 % were strongly disagreed.
The responses of the percentage of responders that “Do you agree that teacher should have friendly attitude to boost the development of students confidence ?
”. In public schools 34 % were strongly agreed, 22 % were agreed, 18 % were undecided, 20 % were disagree and 6 % were strongly disagreed.
The responses of the percentage of responders that “Do you think healthy Creativity is essential for the personality development of students.”
In public schools 49 % were strongly agreed, 29 % were agreed, 10 % were undecided, 10 % were disagree and 2 % were strongly disagreed.
The responses of the percentage of responders that “Do you think positive Brain stroming brings positive result in society?
” In public schools 47 % were strongly agreed, 30 % were agreed, 8 % were undecided, 10 % were disagree and 5 % were strongly disagreed. We found that the percentage of qualification of teachers in this research. From public schools 6 (40%) teachers were BA/BSC qualified, 6 (40%) teachers were MA/MSC qualified and 3 (20%) teachers were MPhil/PhD.
Conclusion
Creativity is an essential aspect of learning that helps students gain a positive impact on learning and makes it fun. Creativity allows individuals to solve daily life problems and become more productive. Creativity helps improve skills in practical thinking, which is one of the significant outcomes of a good education.
The sense of desire and imagination are essential words of creativity, as creativity is the desire of an individual to find creative solutions to any kind of problem through vision. Schools are the most suitable area for developing creative thinking and imagination as humans tend to learn more quickly at a younger age. Hence, developing a creative mindset in students can be very crucial
Q.10
Summary of the Project
Considering the results, it can be concluded that effort focussed on improving creativity, in the individualized action of the tutor, has been beneficial for students in the 7th class of secondary education. Students suggest that they have improved significantly in creativity skills due to the program model they have been involved in. The most significant results are identified among the variables of self-discipline, commitment, attitudes, intentions, and are closely related to an open parental style.
This transversal study focuses on a specific evolutionary period, which on one hand represents a limitation, but on the other helps to make the results more understandable. If student’s belonged to higher courses, results might be different, especially regarding obedience and respect given their higher degree of autonomy, which would reduce them being associated to the familiar environment, and/or to greater self-reliance. Consequently, it would be convenient to study another age range to complement the one studied here, and carry out longitudinal studies that allow the evolution of social and personal responsibility to be observed.
Additionally, the action of the tutors has been effective according to students’ self-reports. The instruction process should be applied repeatedly, aiming to improve the model and the habits. In subsequent research it would be interesting to collect reports from tutors about how students improve in terms of responsibility when applying the program. These observed-reports would complement the results of the students’ self-reports. Similarly it would be suitable to study in depth the influence of gender as a factor of personal and social responsibility and the reasoned action descriptors. It is understood that variables of socio-emotional development might condition its acquisition, but no study investigates this aspect. Consequently, there is a need for more studies that investigate emotions, with the emotional trials. In this regard, new measurements that study the relations between self-assessment and teaching units, as well as other kinds of reports should be used. It is also necessary to take a more detailed look at the model and how social responsibility is measured so that the questionnaire includes more reliable indices. In addition, systematic coaching and ongoing monitoring by tutors at this level is also a pending task. The task of the teacher or tutor has been especially well valued by students. Teachers should improve the orientations toward better emotional judgment among students, and, additionally, they should offer feedback regarding their students and provide them with proposals in order to solve any difficulties that might arise. All this would mean intensive training for tutors, which should be integrated within the schedule for organizing and designing the school curriculum. Similarly, it should be pointed out that the training should not only be for the staff in charge of implementing the program, but for the entire educational community and their families.
The aim of this research is to improve different responsibility value socialization activities in pre-school value education. In Pakistani, there is a yearly programme in which value should be gained in pre-school value education, but it is lack of activities and how. This research was performed with the studies in a total of 31 students aged 11th, 12TH years, from the beginning of February to end of March in a disadvantaged socioeconomically level school selected to teach the value of responsibility for the academic year 2013-2014 in Eskisehir. At first, the students‟ parents were informed about the research. Different activities were done with the students to teach the responsibility value. This research, figured in accordance with the qualitative research processes. The content analysis method was used as the research analysis method to analyze the data and themes and subthemes. The drawings of responsibility, comments on the drawings, the notes taken during the class discussion, and comments after storytelling, the content analysis were done. The results of this study showed that the application of the value of responsibility to teaching is useful for both students and parents. Student development and student perceptions about responsibility have been evaluated. The idea that responsibility should be considered as a value should to be carried on for life, beginning from pre-school.
Q.11 How do you feel about this practice? What have you learnt?
I am feeling very satisfied and glad after my research. It was quite interesting and Conflict management experience. Now I am confident after this research. Now I am able to do these all sorts of such tasks.im feeling myself as confident, glad and learnt person. I learnt a lot of new things which I never learnt in my previous life. For example when I talked with senior Parents and expert people I learnt a lot of skills of writing. When i taught the children then me counsel dictionary and great writers, businessmen and novels .These all things increased my Conflict management also showed them video lesson of some expert and creative writers to teach them. It also helped me to learn new things. This practice also improved my writing skills too.
I also learnt how to write effectively and accurately I have improved my English grammar. My work has been improved. I learnt new methods of improving writing. I learnt how to write stories in appropriate way. Overall it helped me to develop new writing skills, new way of teaching writing skills. So I am glad to say that it was unforgettable experience of my life. First of all most of us numb the uncomfortable emotions, but unknowingly when we do this research we can also end up numbing our other emotions like joy, peace, happiness, and pleasure. We can’t fully have one without the other.
The first step is always awareness, because once we have awareness we can start to do something about it. Awareness alone won’t help us stop using Conflict management. Awareness after the fact is what I’m talking about here. Starting anything new and trying to create a habit out of it takes work and time. This is one of the reasons I love researching and attending classes as it’s basically a scheduled time in the day, where I have no other distractions, to just be in my routine and notice how I’m feeling. That being said I rarely make it to a class once a week these days, so I do have to find simple and quick ways to connect.
Q.12 What has it added to your professional skills as a teacher?
It added a lot of new skills in my teaching .It improved my way of teaching. For example when I talked with senior Parents and expert people I learnt a lot of skills of Self-monitoring.
Adaptability
- Different kids learn in different ways, and some lessons need unique teaching tools. Good Parents know how to adapt their lesson plan to their students, so that all the kids learn optimally. This trait can take some experience and practice in a classroom setting, so give it time.
Imagination
Whether you teach high Area chemistry or kindergarten, nothing is a more effective tool than using your imagination to create new and self-regulation ways for your students to learn. You may be inspired by the work of another teacher, mentor or a TV commercial – it doesn’t matter. All that matters is that you take the initiative to find new ways for your kids to learn the material.
Teamwork
Parents could have a hard time without a wide variety of support staff around them. If you feel alone, your Area principal, administrative staff, parent-teacher committee, and more are often available to provide you help. By working as a team, you may have an easier time increasing your students’ ability to learn and have fun.
Professional Development:
In this modern, digital age, Parents need to be flexible and be able to adapt to whatever is thrown their way. New technologies are developed every day that can change the way students learn, and the way Parents teach.
Patience
This is likely the single most important skill. Kids these days are stubborn, and many lack the inherent respect for authority that we were taught at a young age. Spending a single day in a room full of raucous teenagers is enough to send any human being to the Looney bin, which is why every good teacher needs patience in order to find a way to work with his students and earn their respect.
Risk Taking
Sometimes to get the big reward, you may need to take a risk. Being a teacher is about finding a way to get kids to learn, and sometimes these new learning methods can be risky. Stick to it and you’ll soon find that others are following your teaching example.
Q.13
List the works you cited in your project (follow the APA manual – 6th Edition). (05 marks)
- Abdelnor, K. (2004). Studies and researches in Psychology and Thinking and creativity education. Amman: Juhena
- Abu Jado, S., & Nwfal, M. (2007). Teaching Thinking: Theory and Practice. Amman: Al-masera Publishers. A- daoud, E. (2004). Science as, memorization or Www.moe.edu. KW.
- Al-abadi. Z. (2008). The Effect of an Educational Program based on problem solving model on developing creative thinking skills among gifted disabled students. PhD Dissertation. Arabic Amman Graduate Studies University. Amman,
- Al-asar. (2000). Creativity in problem solving. Cairo: Dar Qeba Publishers.
- Barekatain, M. (2015). The Effect of Brainstorming Technique on Students’ Creative Thinking in Science Classes. Procedia – Social and Behavioral Sciences, 171, 633-640. doi: 10.1016/j.sbspro.2015.01.180
- Al-harbi. A. (2002). The Effect of brainstorming in developing creative thinking and achievement among first secondary school students in Biology in Arrar Unpublished Master Thesis. Faculty of Education. Mecca
- Al-lala, S. (2009). The effectiveness of a training program based on Trafnger model in developing creative problem solving among kindergarten children in PhD Dissertation. Amman. Arabic Amman Graduate Studies University.
- Al-maghawry, A. (2012). Effectiveness of Using the Brainstorming Technique to Learn Some Basic Skills and Collection of Knowledge for Beginners in World Journal of Sport Sciences 6 (4): 361-366
- Al-Olimat, (2008) the effect of Brainstorming and Discovery in teaching Science in developing creative thinking. Al-sharqa Humanitarian sciences Journal, 5(1).
- Al-qarni, F. (2011). Measuring the effectiveness of using brainstorming strategy in developing creative thinking in science among third intermediate students in Qurayyat Unpublished Master thesis. Al-balqa Applied University. Salt. Jordan.
- Al-otaibi, W. (2002). The Effectiveness of Brainstorming strategy in developing creative thinking ability and achievement in science among first intermediate student in Riyadh Master Thesis, Education faculty of girls. KSA.
- Kaplan, S. (1996) An Introduction to TRIZ, the Russian theory of inventive problem solving, Ideation International, Detroit.
- Kelley, (2001) the Art of Innovation, Doubleday, Random House, NY.
- Keys, P. (2000) Creativity, design and style in MS/OR, OMEGA International Journal of Management Science, Vol. 28, 303-312.
- Kobayashi, S. Creative Management, American Management Association, NY. Koestler, A. (1976) the Act of Creation, London: Hutchinson
- Landrum, G.N. (1994) Profiles of Female Genius, NY: Prometheus
- Maslow, H. (1987) Motivation and Personality, NY: Harper Collins.
- Matte, L. and Henderson, S.H.G. (1995) Success your Style!, CA: Wadsworth.
- McFanzean, E. (1998) The creativity continuum toward a classification of creative problem solving techniques, Creativity and Innovation Management, Vol. 7, No 3, 131-139.
- Millar, W. (1997) E. Paul Torrance – “The Creativity Man”, NJ: Ablex Publishing
- Miller, W. (1989) Creativity: The eight master keys to discover unlock and fulfil your creative potential, CA: Sybervision
- Mingers, J. (1992) Technical, Practical and Critical OR – Past, Present and Future? In Alvenson, M. and Willmott, (eds.) Critical Management Studies, SAGE publications. Morris, W.T. (1967) On the Art of Modelling, Management Science, Vol. 13, No. 12, pp. B707-B717.
- Osborn, A. (1953) Applied Imagination, Scribner’s, NY. O’Dell, D. (2001) Creative Problem Solving, UK: Cowcombe
- Parnes, J. (1997) Optimize the Magic of your Mind, NY: Bearly Limited.
- Ritchie, et al (1994) Community Works, PAVIC Publications, Sheffield.
- Saaty, T.L. (1998) Reflections and projections on creativity in OR and MS: A pressing need for shift in paradigm, Operations Research, 46, No. 1, pp. 9-16.
- Riley, J. L., & Vossler, M. (2017). The Effectiveness of Brainstorming on Middle School Students’ Creative Thinking and Problem Solving. Journal of Educational and Developmental Psychology, 7(1), 58-70. doi: 10.5539/jedp.v7n1p58