The Effect of Using Brain-Based Learning and The Binary Inquiry Course to Teach Chemistry on Developing Creative Thinking Among Tenth Grade Students in The Amant Alasema Sana'a.

Abstract

The study aimed to reveal the effect of using a program developed based on brain-based learning and the binary inquiry cycle to teach chemistry in developing creative thinking skills among 10th grade students in the capital Sana'a. It sample consisted of 93 female students, who were distributed into three groups. Each group composed of 31 students. To achieve the objectives of the study, the researcher used the Torrance test for creative thinking formal image (B), modified by the researcher, and was confirmed to be true and consistent. The results of the study were as follows: There were statistically significant differences between means of the 1st experimental group and the control group on the creative thinking test, in favor of the experimental group, The size of the effect of the program the 1st experimental group was very high (η2 = 0.92), and it’s effect was (Es = 2.15), There were statistically significant differences between averages of the scores of the 2nd experimental group and the control group on scale of creative thinking, in favor of the 2nd experimental group. The size of the effect of the program on the development of creative the 2nd experimental group was very high (η2 = 0.92), and it’s effect was (Es = 2.15). The researcher recommended the use of brain-based learning and the bilateral investigation course in teaching chemistry because of their significant positive impact on students' comprehension and meaningful learning.