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The Effectiveness of the Training Program that is Based on Brainstorming to

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European Journal of Social Sciences
ISSN 1450-2267 Vol.25 No.3 (2011), pp. 344-363
© EuroJournals Publishing, Inc. 2011
http://www.europeanjournalofsocialsciences.com

The Effectiveness of the Training Program that is Based on

Brainstorming to Teach the Introduction to the Special
Education Course to the Students in the Department of
Educational Sciences in the Middle University Faculties to
Develop the Critical Thinking that They Have

Khalil Abdul-Rahman Maitah

Educational Science and Social Department
AlBalqa Applied University, Jordan, Karak

Mustafa Nuri Mustafa al-qamesh.

Educational Sciences Department
AlBalqa Applied University, Jordan

Naji Munawer Sa’aydah

Educational Sciences Department
AlBalqa Applied University, Jordan

Ahmad Nayef Khalifah AL Sarayreh

The Ministry of Education
The Directorate of Education in karak Governorate, Jordan
E-mail: [email protected]
Tel: 00962777198864

Abstract
The study aimed to reveal the effectiveness of the training program that is based on the
brainstorming to teach the Introduction to the Special Education course to the students in
the Department of Educational Sciences in the middle university faculties to develop the
critical thinking that they have in the center and the south regions, The study population
consisted of all students in the Department of Educational Sciences who are studying the
introduction to the special education course for the academic year
2010/2011, the community of the study has reached (5433) students, and the sample
consisted of (70) (female, male) students divided into two groups: experimental group that
included (35) students have learned using brainstorming, and a control group consisting of
(35) students learned in the usual way, the critical thinking test was used to measure the
degree of development of the critical thinking areas with its seven dimensions Which
focused on by the study: the precision in the facts examination and deduction, and evaluate
arguments, and conclusion, and the distinction between opinion and fact and classification,
and to explore some aspects of personality.
The researchers used mathematical averages and standard deviations, and T-test,
and the level of significance (α ≤ 0.05) between the two study groups in the development of
critical thinking and in favor of the experimental group that learned by using the
brainstorming, and the study ended by a number of recommendations.
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European Journal of Social Sciences – Volume 25, Number 3 (2011)

Keywords: Critical thinking, training program, brainstorming, special education.

Introduction
The education is suffering in some educational environments from the control of the traditional
theoretical education on the philosophy of indoctrination, and that the faculty member is the first
source of knowledge, may be this is not the education defect as far as is a problem in the level of
implementation by faculty members. This defect is shown evident in breeding students on the closed
mental, limiting their role only in the mere receipt and implementation, and thus deprives the student of
one of the greatest blessings that have been donated by his Creator and God is blessing thinking
(Humaidan, 2005). And thus the need to make a total change in the teaching system became greater to
meet the requirements of the 21c, Although the success of the teaching-learning process in teaching,
depends on many important factors, like the curriculum courses and the basic and additional courses
and the possibilities, and the materials that are necessary for the process of teaching and for the social
conditions and the environment surrounding the students, The researchers assert that the behavior of
the education faculty member and the actual practice of teaching are organized experiences and use the
programs and practical activities are the most important factors that determine the success in achieving
the teaching and educational goals (Zeitoun, 2005). Where the faculty member start to compensate the
shortage in the curriculum, books and activities through his flexibility and his ability to interact and
adapt to the students and used for a wide range of methods and strategies for teaching that fit to the
different needs of the students, and develop critical thinking skills and understanding the scientific
concepts that they have (Darling-Hammond, 2000).
"The critical thinking skills development in the student enable him to get a deeper
understanding of the content and facilitate the learning process and enable him to face the challenges,
and the critical thinking facilitates the collection of the maximum benefit from the modern technology,
and improves the student achievement (Sa’ada, 2003)." He teaches the issue, when we ask? And how
to ask? And Why do we ask? And teaches the events interpretation based on the arguments and
evidences in logical ways, it is a reflection on the reasons and causes and to gave an interpretation "(
Masri, 58:2003).
Hence the researchers see that it must used a variety and appropriate teaching methods and
strategies, interested in helping students to develop their understanding of the science material, does
not mean that the understanding here just to accommodate the student's information, but spills to the
levels of thinking other than where the ability on the application and evaluation, because the ability to
critical thinking an integral part of the ability to think in general.

The Study Problem

The Education is the way of society to achieve the individual's personality and to develop the abilities
and refine his tastes and trends and refine his nature even be able to meet the challenges and
developments that facing the community, it is the responsibility of educational institutions to prepare
students that are able to exchange and freedom of expression in the face of challenges posed by the
nature of contemporary life we are experiencing at the present time especially when the ability of
students to critical thinking an integral part of the ability to think in general, and since this ability was
important in the teaching processes and skills, the researchers wanted to detect the ability of students in
university faculties of critical thinking and work to build a training program based on brainstorming in
their teaching in order to develop their ability to this kind of thinking and way of studying the impact
of brainstorming in the development of critical thinking skills in accordance with the basic principles
and assumptions of the modern theories of education.

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 European Journal of Social Sciences – Volume 25, Number 3(2011)

The Study Importance

The importance of the current study is that it seeks to reveal the effectiveness of the training program
that is based on brainstorming to teach the Introduction to the Special Education course to the students
in the university faculties to develop the critical thinking that they have. Hoping to achieve the
following:
To contribute in the development of the capacity of different thinking, including critical
thinking particularly of students.
Raise and call attention to the importance of treating the very important topics in our lives that
are relating to people with special needs such as: the legislation issues concerning to them, name and
classify them , early intervention, integration in all its types, trends toward them.
Introducing brainstorm to the students and its principles, rules and elements of the success of
this method of teaching.

The Study Objective

This study aims to increase the quality of the education output as the use of brainstorming will help the
faculty member to activate the role of student participation through involvement in the classroom by
following the strategy of teaching that take into account the individual differences. And make the
student actively involved and working to raise the level of thinking through the flow of ideas from the
participants and develop their critical thinking. The current study specifically has sought to achieve the
following objectives:
To detect the effectiveness of training program based on brainstorming to teach the
Introduction to the Special Education course to the students in the university faculties to develop the
critical thinking that they have.
Open the way for those who are interested in the field of teaching methods to emloy
brainstorming in their teaching, that this strategy emphasize the active role of students in the learning
process.
Help faculty members on the development of critical thinking in students in the light of the
program and develop their performance.

The Study Questions

The study tries to answer the following questions:
This study attempted to answer the following main question specifically :
What the effectiveness of the training program based on the brainstorming in the development
of critical thinking for college students during their undergraduate The Introduction to Special
Education course?
And the following questions are emerged from it:
• The first question: Is there a statistically significant difference at the level of significance
(α ≤ 0.05) between the averages degrees to the control group and experimental group to
test the follower and total critical thinking in each of the fields?
• The second question: Is there a statistically significant difference at the level of
significance (α ≤ 0.05) between the averages degrees to the experimental group in both
prior and follower and the total tests in each of the fields?
• The third question: Is there a statistically significant difference at the level of significance
(α ≤ 0.05) between the averages degrees to the control group in both prior and follower
and the total tests in each of the fields?

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European Journal of Social Sciences – Volume 25, Number 3 (2011)

The Study Hypotheses

• There is no statistically significant difference at the level of significance (α ≤ 0.05) between the
averages degrees to the control group and experimental group to test the follower and total
critical thinking in each of the fields.
• There is no statistically significant difference at the level of significance (α ≤ 0.05) between the
averages degrees to the experimental group in both prior and follower and the total tests in each
of the fields.
• There is no statistically significant difference at the level of significance (α ≤ 0.05) between the
averages degrees to the control group in both prior and follower and the total tests in each of the
fields.

The Study Limits

The study was conducted within the following limits:
1) The objective limits: This study was limited to topics, issues and trends in the field of services
with special needs from the Book of the psychology of children with special needs to be from
Al-Balqa Applied University for diploma students in the colleges of the University.
2) The spatial limits: The center and south regions in the Hashemite Kingdom of Jordan.
3) Time limits: The second semester of the academic year 2010/2011.
4) The human limits: the study sample was limited to students in the Educational Sciences
Department in the University Faculty of Princess Alia and the University Faculty of Al- Karak.

Procedural Definitions
(Osborn) see , as referred to in (Tantawi, 50:2001) that "brainstorming is an innovative conference with
special nature in order to produce a list of ideas that can be used as clues lead to the development of the
problem."
Alkhadra (101:2005) has indicated that " it is a term used by researchers and specialists as a
synonym for a number of concepts and terminology: the mental vituperation, mental bombardment,
memorizing, rain of ideas and generating ideas, but that the term brainstorming is the most widely used
and most commonly, the brain storming the problem and examine it in order to reach the appropriate
creative solutions "
As Al-Kanani (2005) defined brainstorming as: a focused attack from the mind on the routine
and the mind rigid habits, this label based on the perception of the challenge between two parties: the
human mind from a side, and the problem that requires the solution from the other side.
The researchers defined brainstorming procedurally as: a method of group discussion which
combine minds together in a manner characterized by the pragmatically and substantive to address the
problems by invoking as much as possible of the ideas in the specified period of time through the
teaching of the contents of the selected unit without any evaluation of ideas during the evocation and
postpone sentencing until the end.
The critical thinking has mentioned by Sa’ada (103:2003) that " (Chafee)Select the meaning of
it as" to do something meaningful from the world around us through careful examination of our and
others thinking, to clarify our understanding and to work on its development. "
Donald (27:2002) defined it: "as a capabilities concentration and move toward working through
the capabilities organization and analysis, and implementation, development and prioritization,
selection and decision-making."
The researchers defined critical thinking procedurally as: Providing students with the mental
abilities, which included in the critical thinking test, which includes of caution and strict beliefs and
events examination, and work to evaluate the knowledge dimensions of each of the precision in the
examination of the facts, and reasoning, and conclusion, and evaluate the arguments and discussions,
and to differentiate between opinion and fact, and classification , in addition to some personal aspects

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of: flexibility in dealing with events, see the other side of the events, the trend towards new ideas.
Measured by the degree of the answering to the test that prepared for this purpose in each of the fields.
The researchers identified the training program procedurally as: a set of procedures, practices
and activities organized according to the steps of brainstorming that has been developed by researchers,
and equipped with the most appropriate instructional methods and procedures of equipment and tools,
and charts organizations and worksheets to teach the experimental group the selected unit.
The researchers identified the efficiency procedurally as : the group of effects that resulted from
the application to achieve the desired objectives of the training program and knowledge of the effect
size in the development of critical thinking that occurred as a result of using the training program in the
limited period of time when teaching the selected unit that was measured by the critical thinking test .
Brainstorming:
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
Makes teacher one of the educational process elements through the participation of students, as
a teacher he is not the only leader in solving the problem.
In this context, (Selley, 2000) pointed that the method of brainstorming is to allow the free
expression of ideas, and thus increase the independence of the student and his triggers if used in a clear
and orderly, and all this leads to free the mind from the deadlock, as it is contributing in the
development of the understanding skills with its different levels, if employed properly in the classroom
attitudes, the ideas that flow requires from the learner to use it to reflect on ideas in terms of the order,
and classification, and subject to criticism, and thus access to the final solutions to the problem.
In order to achieve the usage of brainstorming method we must be adhered to two basic
principles, and four important rules:(Ghabayen, 37:2008).
The first principle: to postpone making a decision on the ideas that raised during the first stage
of brainstorming.
The second principle: The quantity generate the quality, it means that many of the usual ideas
kindm could be a prelude to gain access to valuable and unusual ideas in the later stage of the
brainstorming process.
The four rules are:
Must not criticize the ideas that the members of the team or grade students participate with it,
whatever these ideas were superficial or trivial.
Encourage participants to give the largest possible number of ideas without paying attention to
its quality.
Focus on quantity, where the large number of ideas may include the original idea.
Ideas belong to everyone and any member can integrate between two ideas.
Qatami (2001) Shows that the success of brainstorming strategic depends on the application of
four principles:
To postpone the judgment on the ideas that raised during the first stage in the brainstorming
process, because any criticism or assessment of any idea losing the participant monitoring and make
him feel nervous and impede his thinking to reach a better idea, so the individual who finds ideas in his
mind deliberate until the stage of criticism and generalization.

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Quantity generate quality: the focus of the brainstorming session to generate as much as
possible of ideas regardless to its quality.
Making a freedom of thinking: in order to reach a state of relaxation to start the creative
capacity to generate ideas in a far atmosphere from the criticism and assessment.
Building on the ideas of the others: means to develop the ideas of the others to make a new
ideas, the proposed ideas are not exclusive to their owners but its a public domain right.
Lack of the necessary tools that needed in the classroom: if the teacher felt that the basic tools
that needed for the implementation of a perfect lecture are not available, that will be reflected on his
performance, and on the students assimilation to the lecture.
There are different forms of brainstorming and each form has its own features, including:
• individual brainstorming: In this type there is a brainstorming for each individual, then all
ideas of those people are grouped by the teacher in his capacity as he is the head of the
session, and then choose the best of these ideas as a solution to the problem. (Ali, 2001).
• " group brainstorming : it is the basis of the brainstorming as it is the collective way to
produce ideas, where the individuals sit together and they produce ideas following the
procedures and the rules for these sessions, and thus given the opportunity to every
individual within the group to benefit from the ideas of others, and be able to build other
new ideas "(Obada, 40:2001).
• "Electronic brainstorming: the computer is used during that, it may be done individually
or in a group, and computers are used in the beginning and it used to be an individual,
where it is provide the individual with a few words and solutions for the problem Asked
by the Computer to raise the more ideas they have, and then used during the group
sessions, where the sitting of individuals and there is a computer to everyone of them and
each of them producing ideas about the problem Asked without any verbal connection
between them, while the connection is by the computers, that are linked together, so that
all the ideas of the participants shown to every of them on the screen of the computer
"(Abdel-Hamid,25:2000).
The researchers used the group brainstorming because they belief that the group could double
its production in one brainstorming session than what produced by the individual in several sessions,
because the group helps to motivate and generate the largest number of ideas and thus the thinking will
expand.
Zeitoun (2002) and Mahmoud (2003) and Sayed (2006) referred to the benefits of
brainstorming, including:
• Easy to apply, it does not require extensive training by the users of the training programs.
• Economic, that is, it does not usually require more than a convenient place togather as
much as of ideas on a particular topic in a relatively short period of time.
• Delightfully and entertaining, and develop habits of useful thought.
• Use this method does not require a major effort in the preparation and preparation.
• This method helps to interact and to exchange the information and to initialize to the next
subject.
Here, the researchers contradict each of Zeitoun (2002), Mahmoud (2003) and Sayed (2006) to
point out that brainstorming does not require great efforts in the preparation stage, and finds that there
is no way of teaching is going according to organization scientific Steps but it needs to efforts in the
preparation stage and they also contradict all of Zeitoun (2002) and Mahmoud (2003) and Sayed
(2006) to point out that brainstorming is easy to apply, it does not require extensive training by the
users of the training programs, and sees that it is not easily applied because it is proceeding according
to principles and rules and steps and therefore it requires a skill and good training to apply, because
there is always a difficulty in the commitment of students to the rules of brainstorming, which makes
the teacher awake to alert the student, and this makes its application not easy.

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The brainstorming strategic in the position of learning and teaching is going through a number
of stages that must be carefully in the performance of each of them on the required face to ensure its
success, these stages include the following : (Parker, 2003).
The teacher determine the problem or topic: some of the participants may be fully aware of the
details of the topic while the others have a simple idea about it, and in this case the teacher required to
give participants the minimum amount of information about the subject, because giving further details
may greatly reduce their thinking and limited it to a narrow and specific fields.
Reformulate the topic: where participants are asked at this stage to go out of the topic, as was
known and to identify its dimensions and aspects from the new, may be there are other aspects of the
topic.
Initialization the class environment: the participating students in the brainstorming session
needs to create the conditions that contribute to sharing and generating ideas and meanings, and the
initialization process takes about 5minutes to train participants to answer a question or more of the
teacher questions.
Ghubaisi (2001) Summarizes the teaching by brainstorming steps as follows:
An open end question until be given the opportunity to generate as much as possible of the
ideas.
The question is placed in a circle or square and out of it an arrows of the answers or ideas, and
each group do the registration process on the blackboard and they have answers on the question.
Ideas or answers does not evaluated during receiving it.
After completing this step, each group presented what has been done in front of the other
groups and the discussion target is to sort and classify those ideas so until we will eventually reach the
correct answers or ideas.
Learners record those ideas and answers.
We can discuss one of the ideas with the same previous way and so on.
The researchers put a procedural steps for the brainstorming session in accordance with the
training program that prepared for this study and depending on what was previously, it summarized as
follows:
First: pre-brainstorming stage and it includes the following steps:
Remind the students to the rules and principles and conditions for the success of the
brainstorming process.
Provide tools and equipment and all that required for the session.
Distribute the students in groups, each group consisting of a Speaker and a Reporter.
Stimulating configuration and exciting.
Select the brainstorming topic.
Second, start-up brainstorming stage and it includes the following steps:
Analyzing the brainstorming topic.
Generating the ideas.
Third, post-brainstorming stage and it includes the following steps:
Sorting the ideas.
Assessment.
The lecture finishing method.
There are a various obstacles and problems of brainstorming, it was classified bySaid (2000) to:
Cognitive obstacles: The cognitive obstacles are when the human adopt one way of looking at
things and the issues and he does not understand the thing only by the dimensions determined by
restrictive view that hides the other properties for this thing.
Psychological obstacles: The fear of failure, and this owing to the lack in the individuals self-
confidence and in his ability to invent new ideas and convincing others in it, and to overcome this
obstacle, human must be enabled his self-confidence and his ability to innovate and that he isn’t far
less than in his abilities and talents of many scientists who contrived and invented and discovered.

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Self-imposed restrictions: This obstacle is one of the most difficult obstacles, it means that the
person impose restrictions on him self consciously or unconsciously when he deals with the problems.
Compliance with specific patterns of thinking: some people often go to select a particular style
of looking at things and then linked him self with this style and does not give up from it, as well as,
some people may seek to assume that there is a solution of the problems they must look for.
Blind recognizing of the assumptions: a process carried out by many of us in order to facilitate
the problem solving and reduce the different possibilities to be studied.
Rushing in the ideas evaluation: a basic social obstacles in the creative thinking process and
phrases that usually destroy the idea in its beginning, is what we are hearing a lot about a new idea put
forward, such as: We've tried the idea before, who ensure the success of this idea? This idea is too past
from its time, , and this idea will not be approved by the officials.
And researchers can add some obstacles that faced them during the implementation of the
brainstorming method in the program, it summarized as follows:
obstacles related to the student temperament that its not necessary to deal with others.
complexity of the brainstorming process in sometimes and it expanded significantly with
usefulness of this complexity in achieving the desired goal.
There is difficulty in the student's commitment to the brainstorming rules that we referred to
earlier, which makes the teacher is always so awake, to alert the student.

Critical Thinking
Jarwan (1999) See that critical thinking is a form of thinking, Which is the finest or most the complex
of the thinking processes, and its one of the composite educational concepts that interfere with the
different thinking concepts, once it seen that it is parallel to the abstract thinking of Piaget, or the
evaluation level of (Bloom), and once again it is similar with the solving problems strategy, and
beyond that is sometimes seen as a logical thinking, investigation or creative thinking, these forms are
synonyms for one thing, despite of the fundamental differences between them, which led the critical
thinking term to become one of the most confusion educational terms , and abused by many educators
when they attempt to determine the thinking skills and its’ processes such as: problem solving and
reflective thinking and analytical thinking, and clear thinking and logical thinking, and thinking of the
future and defects detect , discrimination, and the contrast and use it express the critical thinking
(Jarwan, 1999) .
Thus, critical thinking is not an educational option , but it is indispensable educational need ,
this is due to a number of considerations one of that the development of the capacity for such thinking
in students lead to a deeper understanding of content knowledge that they learn, so that learning is
essentially a thinking process that turns the knowledge giving process from inactive process to a
mental activity leads to better mastery of the content and to link the elements together(Obeid, 2004).
And teaching the critical thinking is working to encourage the inquiry spirit, research, and
question and not recognizing the facts without making an investigation or a discovery, and this leads to
expand the mentally horizons of the learners and get them away from the narrow pivoting around
themselves, and encourage them to acquire new developments to explain things, and develop patterns
of creative thinking, and to expand the mental processes for learners to take them off to broader areas
than attitudes and perceptions, and stay away from sensory experiences, and help learners to expand
their expertise (Habib, 2003). Critical thinking leads the learners to monitor and control their thinking,
and thus their ideas will be more accurate and more correct, and this helps them in decision-making in
their daily lives and keep them away from the emotional evading and the opinion extremism (Ghanem,
2004).
And Soroor (2002) emphasizes that good citizenship based on critical thinking because the
individual is able to deal with the vast amount of information and be able to find a way to judge the
credibility of this information, and thus became critical thinking a slogan for many educators and

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learning men, so they deliberate to Conducting studies and research to enable the different critical
thinking skills in teaching.
And critical thinking has some characteristics and determinants that are known by it, were
sa’ada (2003) that Beyer said that the characteristics of critical thinking provide the following:
The important mental capabilities : These are abilities are shown with skepticism, open-
mindedness, evidence appreciation, attention to clarity and accuracy, to look at different views and
changing attitudes in the light of new causes.
Appropriate standards: critical thinking requires the application of appropriate standards, and
although there is controversy about the need of each subject to its own standards but some of these
standards can be applied to all subjects.
Kind of attempt: it shown as a phrase, or in proposal that supported in an evidence, and here
critical thinking includes identifying areas and work on its application and its development.
Attention to other points of view: The critical thinker is considering the phenomenon or issue or
problem from different perspectives, taking into account the views of others that must be listened to
and benefit from, in order to reach a more precise decision , right in the end.
The determinants that defines critical thinking was summarized by Masri (2003) as follows:
The critical thinking need to evidences and standards that agreed upon before starting to give
the judgment or decision.
Critical thinking does not go according to regulations and strict specific rules as they are in
problem solving steps and the scientific research method, and it is a set of actual skills that are not in
accordance with a specific format.
Critical thinking does not aim to solve the problem or to give a decision, but aims to develop
the mental abilities of individuals according to the system of analytical skills, so issuing a ruling, or
they come to a rigorous and objective opinion, that is far from prejudice and favoritism.
And the critical thinking skills are many, (Watson & Glaser, 1991) have put a list contained a
number of critical thinking skills, including: the validity of the conclusion from several alternatives,
and to identify the assumptions, and test the validity of their findings, draw conclusions, interpret
information, and evaluate the discussions or evidence in the light of its relevance and importance of the
issue.
And of the modern categories and classification (Faison) referred to in (Susan, 2008), who
believes that the skills consist of:
Explanation or comprehension: decoding, clarify meanings through (the notes, matrices,
tables).
Analysis: The ideas examination, knowing the statements (propositions) and analyzed by (the
elements of thinking, listening, data, classification).
Evaluation: arguments and claims evaluation, categories or rumors evaluation of (by ask
questions, credibility, reasonableness and trust).
Self-regulation: self-criticism, self-reform, through the (self-criticism, change, known the
personal errors in thinking).
Whatever the type of critical thinking skills, the researchers emphasize to employ critical
thinking skills in daily life in order to actively participate in community service, And these skills
should be a scientific instructional, practical skills, to enable students to re-build, organize and evaluate
information that they have studied in the curriculum.
Critical thinking can developed in learners through the three methods are (Alhela, 2002;
Ghanem, 2004, Qatami; 2005; Wakefield, 1996; Cotton, 1999; Smith, 1999):
The first method: the independent or direct in teaching the critical thinking: This method is
teaching the critical thinking as a separate outside the curriculum, it is taught like other subjects
through special programs to this type of thinking, these programs aim to improve the thinking of
students in many aspects beyond the collection. According to the advocates of this method that the
interest in thinking directly focuses on the intellectual skill and not on the course content, focus on

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European Journal of Social Sciences – Volume 25, Number 3 (2011)

content is an obstacle to the development of creative thinking skills among students. The proponents of
this method (DeBono), (Costa) and (Pogrow).
The second method: A method of teaching critical thinking through the curriculum(integration
method):
And the this method is to teach critical thinking through the curriculum. According to the
advocates of this approach is that teaching critical thinking through the curriculum is better than
critical thinking as a separate outside the school curriculum, because it contributes to the explanation of
some of the issues to course material, and helps to overcome some learning difficulties. The
proponents of this method (Gough) and (Baum).
The third method: The knowledge method in teaching the critical thinking (a combination
between the two previous approaches) and there the teaching of critical thinking as a separate article in
addition to include it’s skills in the course content, the critical thinking skills are also learning through
the tasks in real-life projects such as the production of relevant to daily life.
Al atoum, and Al jarrah, and Bishara (2007) referred to a number of obstacles, reasons and
situations that lead to the failure of critical thinking development process, namely:
Low level of motivation for learning and creativity.
Low level of perseverance and discussion, activities and ambition by the students.
Difficult to convert ideas into practical situations up to the point of perfection, which creating a
sense of frustration and decline.
Lack of the attention of the students inside the classroom, which generates dispersion in focus.
Lack of arrangements and courses that students of educational colleges received by prior their
appointment as teachers in schools to teach thinking.
The researchers add other obstacles can be summarized as follows:
Not to draw the attention of students to the issue of different kinds of thinking and on the head
the critical thinking by a teacher to give lessons.
Misunderstanding of the requirements of the skill to do and how to explain the skill and applied
it by the teacher and student.
Commitment in what is present and not looking beyond things.
Previous studies: Many of the previous studies dealt with the topic of brainstorming and its
impact in the development of critical thinking and some of the fields of knowledge enjoyed with great
attention to this subject, while the specialized studies in the university faculties not received such great
interest, prompting the researchers to introduce some near studies of the subject of research, which
benefited from it in research design and enrich the theoretical framework and comes with a statement
such as:
The study of Dumyati (1998) aimed to measure the impact of the use of brainstorming in the
teaching of history in the development of thinking in middle school female students in Almedina
Almonawara, and the sample consisted of (73) student (females), has been divided into two groups,
one experimental and the other is control, and the results of the study showed that the experimental
group is exceed on the control group, it became clear that the method of brainstorming has an impact in
the development of effective thinking.
The study of Suleiman (1999), which aimed to identify the impact of brainstorming method in
the development of critical thinking in philosophy to the high school stage in Egypt, the study sample
consisted of (30) students as an experimental group and (32) students as a control group, and the
researcher applied (Cornell Test) for critical thinking on the experimental group and control group, and
the results showed that there was no statistically significant differences between the control group, that
studied in the traditional way and the experimental group that studied by the brainstorming before
teaching, and the presence of statistically significant differences among the control group that studied
in the traditional way and the experimental group which studied by the brainstorming after teaching in
favor of the experimental group.

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The study of Harbi (2002) that aimed to measure the impact of the use of brainstorming and the
development of critical thinking and academic achievement in a sample of (63) students from the
secondary first grade to biology in the Kingdom of Saudi Arabia, where the students were division into
two groups, one experimental and the other is control, the results have shown the presence of
statistically significant differences between the average achievement of the objectives knowledge of
Bloom's Taxonomy for the experimental group which studied by using of the brainstorming.
In Aldousari study (2005) that aimed to investigate the effect of each of the two ways of survey
and brainstorming in the development of critical thinking in social studies in secondary school students
in the State of Qatar, a sample of (60)students of the two distributed divisions that was chosen by the
random way, the first sample was consisting of (30 ) students studied in the survey way and the second
group consisting of (30) students studied by the brainstorming. Have been using the test of critical
thinking based on Bayer’s strategy (Beyer, 1985) and reached a statistically significant effect of each
of the survey and brainstorming method in the development of all the critical thinking skills.
The study of Zoubi (2003) that aimed to test the impact of each of the methods of oriented-
discovery, discussion, and brainstorming in the development of critical thinking and achievement in
the unity of doctrine of the decision of Islamic education to the eighth basic grade students in Koura
and the sample consisted of (199) learners (males& females), representing the eighth basic grade,
Distributed on (8) study divisions in four schools, were divided randomly into four groups, and to
achieve the objective of the study the research tools was prepared and components of the of the
educational program and knowledge acquisition test and critical thinking test, the study found a clear
effect of the three methods (discovery, discussion and brainstorming) in the achievement and the
development of critical thinking, regardless of gender and the lack of impact of a statistically
significant interaction between sex and the way in each of the achievement test (direct) and critical
thinking test (direct) as well as the results showed the existence of the impact of a statistically
significant interaction between sex and the way in each of the post achievement test (deferred) and the
post critical test (deferred). The degree of improvement in critical thinking and learning (before and
after the experiment) in females was higher than in males from a statistical point.
The study of al-Dulaimi (2007), which aimed to determine the impact of brainstorming strategy
and cooperative learning in the development of written expression and critical thinking skills among
students in secondary school, and to achieve the objectives of the study the researcher chose a (176)
students (Males female) from the scientific secondary first grade students schools of Al- Karak
educational school,s year(2005-2006), (87) of them males and (89) females has been distributed
randomly into three groups and the researcher a test in written expression, and prepared a teacher guide
in the teaching of written expression using the brainstorming strategy and cooperative learning, the
study showed results the especially of it is the presence of statistically significant differences at the
significance level (α = 0.05) in the acquisition of critical thinking skills among students in secondary
first grade due to the brainstorming strategy and cooperative learning in comparison with the normal
way in favor of brainstorming strategy.
A study of (Darayseh, 2003) aimed to determine the impact of a proposed program is based on
the two strategies of the semantic map and brainstorming in the development of attitudes and writing
ability in English for students of the scientific secondary first grade, and to assess the role that played
by these strategies in improving their attitudes toward writing in the area of Ramtha, where the study
population was consisted of all students of the scientific secondary first grade in the educational
government schools of the Directorate of Ramtha Educational District in the academic year of (2002-
2003) and the sample consisted of (212) learners (males, females), spread over three divisions for
males and three females were selected randomly, the experimental group has formed of two divisions
of males and two divisions of females, while the control group consisted of the Division for males and
one for females, The study showed the results, the most important, there are significant differences in
favor of the experimental group that taught according to the proposed program.

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The study of (Kochery, 2003) that aimed to study the impact of (IGP) strategy Individual
Orientation - Group Interactions-Personal Reflection, , and the (IGP) strategy is a revised strategy for
brainstorming strategy based on the three stages of the ideas: individual mentoring, and guidance
which is based on interactions of part of the group, or the group, and guidance which is based on
thinking (reflection), which is thought emerging about the individual's personal characteristics, and
these three stages allows for the participants to product a new ideas on their own, even if we gave
enough time to this method we will expect to work to improve the ideas, especially among participants
who have a high level of understanding and awareness, where the study was conducted on students
with awareness (high /low) and the results showed that this strategy created a large number of
innovative ideas contrary to the usual way and the students which enjoy a high level of awareness
produced a number of more and better new ideas.
And a study by (Walter, 2004) discussed the importance of asking the student to other student
to generate the largest number of solutions in mathematical understanding and working on an open-
ended assignments when the high school students discusses building strategies and the development of
mathematical models, the study sample consisted of six students from the secondary stage, working
together as a group in Topics pre-calculus to study students' mathematical thinking and to create
evidence and evaluate arguments, and set the important events and make them known scenes of a
particular video was taken and transferred the actions and verbal and non-verbal certain behaviors, and
students were followed up through activities closely related to questions of students to each other,
through the diversity of questions and ideas that revealed that it was mainly in motivating students to
build their own mathematical understanding, and that this study has an important applications in
practice and classroom activity makes the adult learners be able to think critically and find answers to
their questions.

Procedures for the Study

The Study Population
The population of the current study is consisted of all students from university colleges / Educational
Sciences Department who study Introduction to Special Education in the center and the south regional
during the second semester of the academic year 2010/2011, with a number of (5433) students (males,
females).
The Study Sample: The study sample is consisted of (70) students(males, females) who are
studying the Introduction to Special Education course in a the center and the south regional during the
second semester of the academic year 2010/2011/ from the University Faculty of Princess Alia, and the
university Faculty of Al Karak, both faculties was chosen in the (deliberate) way, the number of the
experimental group was (35) students (males, females) from the university Faculty of Al Karak and the
number of the control group was (35) students(males, females) from the university Faculty of Princess
Alia, and the study sample was divided according to the following table:

Table 1: Shows the distribution of the study sample members according to the teaching method and group

Group Teaching method Faculty name Number

Experimental The training program of this study The University faculty of ALkarak 35
Control Its normal program The university Faculty of Princess Alia 35

Equivalence Procedures
To ensure equality of the two groups in the level of critical thinking, has been applied the critical
thinking test "pre-testing," where was the use of averages, standard deviations, (T-test) for two
independent samples to demonstrate the significant difference between the averages for the

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performance of students on each area of the critical thinking pre-testing, and by the group variable
(experimental and control group) and Table (2) shows that:

Table 2: Arithmetic averages, standard deviations, (T-test) to test students' performance on on the pre-testing
and total critical thinking in each of the aspects and by the variable of the group (experimental and
control group).

Number of Arithmeti Standard Significance

Field Group T value
students c averages deviation level
Accuracy in the facts Control 35 2.71 0.629
0.398- 0.629
examination Experimental 35 2.77 0.587
Control 35 2.76 0.606
Reasoning 0.455 0.651
Experimental 35 2.69 0.618
Control 35 2.65 0.646
Arguments Evaluation 0.645 0.521
Experimental 35 2.54 0.647
Control 35 2.68 0.535
Conclusion 0.638- 0.526
Experimental 35 2.77 0.587
To distinguish between Control 35 2.85 0.359
0.742 0.461
opinion and fact Experimental 35 2.77 0.514
Control 35 2.85 0.359
Classification 0.412 0.682
Experimental 35 2.81 0.491
Explore some Control 35 2.91 0.288
0.927 0.358
personality aspects Experimental 35 2.81 0.567
Control 35 19.41 0.496
Total 1.277 0.207
Experimental 35 19.16 0.643
• Keyword at the significant level (α ≤ 0.05)

Seen from table (2) the following:

There is no statistically significant difference at the level of statistical significance(α ≤ 0.05)
between the students performance averages (critical thinking overall pre-testing and in each field of it’s
fields) and by the group variable, as the value of T is (1.277) and with a statistically significant of
(0.207), which indicates the equality of two groups: experimental and control group) to (critical
thinking overall pre-testing and in each field of it’s fields).
The results analysis shows that in the table (2) the equality of the control and experimental
groups in the overall pre-test and in each field of it’s fields, which shows the equality of the two groups
in the critical thinking overall pre-testing and in each field of it’s fields.
The study tool : The researchers designed two tools, it is the training program and the critical
thinking test.
Honesty and stability of the tool:
Honesty: the program has been displayed on nine judges from the faculty members at
universities, Yarmouk, Applied Al-Balqa , and Al-Hussein Bin Talal, and Muta, who expressed their
views about the program in terms of relevance for the purposes of the study and based on what our
response to the observations was the amendment by the addition or deletion or re-drafting.
The critical thinking test: it was referred to the thirteen judges, they asked to determine the
extent of the representation of each paragraph of the dimension that fell under it and the validity of the
words language and paragraphs and clarity of it, and the appropriateness of alternatives to each
statement, and to ensure the validity of the scientific content of the tool, as the judges requested to
suggest any other appropriate adjustments that they must make to the sentences and paragraphs of the
tool. Accordingly, it was modified the language to some paragraphs and phrases, and replacement of
phrases and paragraphs that the judges referred to, and after verifying the honesty of the content of the
test by arbitration, confirmed the honesty of the test by finding the factor honesty, and Table (3) shows
the saturation of each aspects (dimension) to test with the general factor (critical thinking), which was

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retrieved through the analysis factor of the survey study that carried out by researchers on a sample of
(42) students from the study population and outside the study sample.

Table 3: Aspects saturation coefficients (dimensions) with the general factor (critical thinking)

Dimension 1 2 3 4 5 6 7
General fctor 0.84 0.61 0.60 0.61 0.74 0.70 0.54

Seen from the table that the saturation coefficients ofthe aspects (dimensions) general factor
(critical thinking) are considered a positive sign of the tool honisty and its suitability for measurement
in the study.
Stability: The researchers used the (Test - Retest Method) by applying the test on a random
sample consisted of (42) students from the community of the study (and outside-its sample), they took
27% of the students as a low group and 27% of the students as a high group, and after two weeks re-
test application on the same sample and the total reliability coefficient (Pearson) for the test as a whole
(0.88), indicating that the test has achieved an acceptable degree of stability. Also the researchers used
the coefficient of internal consistency (Cronbach alpha coefficient ) for the test as a whole and its value
reached to (0.94), test paragraphs difficulty coefficients was calculated, and total transactions of
difficulty between (0.27-0.77), while the distinction values coefficients ranged between (0.36-0.82) and
these values showed a positive correlation indicates an acceptable degree of internal consistency
between the dimensions and the total score and all acceptable for the purposes of this study.

Results and Discussion of the Study

First, results related to the first question which asked: "Is there a statistically significant difference at
the level of significance (α ≤ 0.05) between the control group and experimental group degrees averages
in the critical thinking test In each of the aspects?" And test the first hypothesis that emanating from it
and which states that "there is no statistically significant difference at the level of significance (α ≤
0.05) between the degrees averages of the control group and experimental group in the critical thinking
test in each aspect of its aspects."
To answer the study first question and to test its hypothesis was the use of averages, standard
deviations, (T-test) for two independent samples, to know the sign of the differences between the
student performance averages on the critical thinking pre-test and in each aspect of its aspects and by
the group variable (experimental and control group), and table (4) shows that:

Table 4: Arithmetic averages, standard deviations, (T-test) to test the performance of students on total and
post-testing critical thinking, In each of the aspects and by the variable group (experimental and
control group).

Number of Arithmetic Standard Significance

Field Group T value
students averages deviation level
Accuracy in the facts Control 35 3.09 0.74
3.004 0.003
examination Experimental 35 3.29 0.66
Control 35 3.57 0.77
Reasoning 3.181 0.002
Experimental 35 3.79 0.66
Control 35 3.13 0.99
Arguments Evaluation 2.843 0.005
Experimental 35 3.40 0.89
Control 35 3.15 0.59
Conclusion 2.76 0.006
Experimental 35 3.30 0.52
To distinguish between opinion Control 35 2.90 0.65
4.634 0.0001
and fact Experimental 35 3.20 0.66
Control 35 3.04 0.71
Classification 4.468 0.0002
Experimental 35 3.34 0.68

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Table 4: Arithmetic averages, standard deviations, (T-test) to test the performance of students on total and
post-testing critical thinking, In each of the aspects and by the variable group (experimental and
control group). - continued

Explore some personality Control 35 3.16 0.99

2.074 0.039
aspects Experimental 35 3.35 0.89
Control 35 22.04 0.58
Total 3.653 0.0004
Experimental 35 23.67 0.53
• Keyword at the significant level (α ≤ 0.05)

Seen from table (4), that there is a statistically significant differences at the level of statistical
significance (α ≤ 0.05) among the students performance average (post-testing and total critical thinking
in each of its aspects) and by the group variable and in favor of the experimental group performance
(who have studied by using the training program based on the brainstorming) with arithmetic average
of (23.67) compared to(22.04) for the performance of the control group, as the value of T reached
(3.653) and in statistical significance of (0.0004).
The results show by reference to Table (3) there is no statistically significant differences at the
level of significance (α ≤ 0.05) among the performance average of the control and the experimental
group on the total pre-testing critical thinking based on the value of (T) that calculated where it reched
(1.277) and with statistically significant (0.207 ) indicating that the two groups of the study are
equivalent before starting in the training program application. This finding corresponds with the study
of Sulaiman (1999), which confirmed that there was no statistically significant differences between the
two groups, "the experimental and the control" before teaching.
This result is somewhat logical because the two members doesn’t receive a specialized training
programs that they trained in various scientific positions to raise the level of critical thinking for them.
But after applying the program the results of the study showed a statistically significant differences at
the level of significance (α ≤ 0.05) among the average degrees of the control group and experimental
group of total post-testing critical thinking and in each of its aspects. Noting from Table (4) the
presence of a statistically significant difference between the two groups average control and
experimental groups in all aspects, which confirms that the difference is attributable to the training
program, and this result indicates the rejection of the zero hypothesis and accept the alternative.
There has been improvement in the experimental group, which was applied as the training
program and the value of (T) calculated for the difference between the two groups average of the study
to total post-testing of critical thinking by the group variable (3.653) and with a statistically significant
(0.0004), which means that statistically significant differences at the level of (α ≤ 0.05) between the
performance average of the control group, and the performance average of the experimental group
which studied the training program. This finding corresponds with the study of each of the Dumyati
(1998) which showed that the method of brainstorming has an actor influence in the development of
thinking in general and in this study, critical thinking, in particular, as well as the study of Sulaiman
(1999), which confirmed the existence of statistically significant differences between the two groups
"experimental and control group, "which examined the traditional way and the experimental that
studied by the brainstorming after teaching in favor of the experimental group. It also agreed with the
study of Al Harbi (2002) and (Darayseh, 2003) in favor of the experimental group.
This result can be attributed as seen by the researchers, the experimental group is subjected to a
direct training in the field of brainstorming in a manner which takes into account the organization of
content according to the educational activities that are designed based on careful planning in the
organization of content and management of the educational process in accordance with the level of
learners and the nature of the educated subject, which helped the development of thinking in general
and critical thinking in particular in an automatic way. While not had the opportunity for members of
the control group to undergo such training, however note that the performance of the experimental
group on the test as a whole and on a range of fields has been modest to the extent where he was to be

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hoped that better results would appear to require more training on this fields, particularly that reflected
on the total result.
Second: Results related to second question, which asked: "Is there a statistically significant
difference at the level of significance (α ≤ 0.05) among the average-grades in both pre and post total
tests of the experimental group in each of its aspects ?" And test of the second hypothesis emanating
from it and which states that "there is no statistically significant difference at the level of significance
(α ≤ 0.05) among the average-grades in both pre and post the total tests of the experimental group in
each of its aspects.
To answer the second question of the study and to test its hypothesis was the use of Arithmetic
averages, standard deviations, (T-test) for two linked samples in order to see significant differences
among the average-grades of the experimental in pre and post total test of critical thinking in each of its
aspects, according to the test variable and table (5) shows that.

Table 5: The results of (T-test) among the average-grades of the experimental in pre and post total test in
each of its aspects.

Number of Arithmetic Standard Significance

Field Group T value
students averages deviation level
Accuracy in the facts Pre 35 3.18 0.95
3.07 0.003
examination Post 35 3.65 0.78
Pre 35 2.86 0.82
Reasoning 2.52 0.013
Post 35 3.23 0.80
Pre 35 2.73 0.66
Arguments Evaluation 2.62 0.01
Post 35 3.03 0.63
Pre 35 3.82 0.85
Conclusion 2.15 0.03
Post 35 4.29 0.71
To distinguish between Pre 35 3.44 1.00
2.37 0.02
opinion and fact Post 35 4.07 0.86
Pre 35 3.89 0.50
Classification 2.31 0.02
Post 35 4.14 0.30
Explore some personality Pre 35 3.82 0.96
2.15 0.02
aspects Post 35 4.29 0.86
Pre 35 23.94 1.04
Total 3.03 0.003
Post 35 26.70 1.26
• Keyword at the significant level (α ≤ 0.05)

The results of the analysis in the table (5) shows that there are statistically significant
differences at the level of significance (α ≤ 0.05) among the average-grades of the experimental group
in the pre and post total testing and in each of its aspects and in favor of the post-test, which means that
the training program impact in bringing these differences . Noting from Table (5) there is a statistically
significant difference among the average-grades of the experimental group on the pre and post total
testing and on all the aspects that have been selected and for the total post-test and in each of the
aspects, and this result indicates the rejection of the zero hypothesis and accept the altrnative which
confirms that the chopping due to the training program, the value (T) has calculated for the difference
between the average degrees of the experimental group in both pre and post total tests in each of its
aspects and as the test variable (3.03) and with a statistically significant of (0.0003), Which means that
statistically significant differences at the level of significance (α ≤ 0.05) among the average-grades pre
and post total tests in the experimental group in each of its aspects, and there was difference for total
post-test and in each of its aspects. When comparing the findings of the current study with respect to
the second question and its hypothesis and the results of previous studies, we find that it had agreed
with the study of Zoubi (2003) and the study of Dosari (2005)which referred to the effectiveness of the
brainstorming method in the development of thinking, this result can be attributed as seen by
researchers to several reasons:

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The steps that went by the brainstorming method and prepared by the researchers can be played
a role in keeping students away from intellectual stagnation and worked to increase the intellectual
flexibility and therefore the independence of the students was supported and enhance their self-
confidence, making their ability to form opinion and the distinction between fact and evaluate the
arguments and evidence and thus was the development of these aspects.
The brainstorming method transferred individual effort to solve the problems of the lecture to
the method of a cooperative group, and the conversion of the single to the largest number of possible
solutions from which the students finding of ideas and information processing and linking between it,
so they are developing the conclusion is inferred to have two aspects of critical thinking.
Method of brainstorming gave an ample area for the student exceed the threshold of the
information embolic and goes beyond, to the thinking window that sees through the world more widely
and in various forms and it deals with it by thinking and not conservation, it is developing several
areas, thus, the most important classification of things and the learning becomes the endless effect.
When the groups is broadcasting feelings and emotions to the viewer that occur in front of
them, and that emanating from the personal connections and respect for the opinions of others,
provides an environment of freedom and democracy and away from fear and shame during the
application of the brainstorming method, and that their emotions and opinions reflected on the course
content so that they develop several areas, notably the development of the personality aspects.
Third: Results related to the third question, which asked: "Is there a statistically significant
difference at the level of significance (α ≤ 0.05) among the average degrees of the control group in the
pre and post total tests in each of its aspects?" And test the third hypothesis that emanating from it and
which states that "there is no statistically significant difference at the level of significance (α ≤
0.05)among the average degrees of the control group in the pre and post total tests in each of the
aspects.
To answer the third question of the study and to test its hypothesis was the use of Arithmetic
averages, standard deviations, (T-test) for two samples linked in order to see significant differences
between average-level of the control group to the pre and post total test of the critical thinking in each
of its aspects by the test variable, table (6) shows that:

Table 6: The results of (T-test) among the average-grades of the control group in pre and post total test in
each of its aspects.

Number of Arithmetic Standard Significance

Field Group T value
students averages deviation level
Accuracy in the facts pre 35 2.99 0.73
1.926 0.055
examination post 35 3.11 0.60
pre 35 3.09 0.76
Reasoning 1.029 0.304
post 35 3.17 0.75
pre 35 2.87 0.84
arguments Evaluation 1.900 0.058
post 35 2.72 0.76
pre 35 3.16 0.74
Conclusion 0.806 0.420
post 35 3.10 0.77
To distinguish between pre 35 3.73 0.68
1.569 0.117
opinion and fact post 35 3.62 0.77
pre 35 2.84 0.86
Classification 0.943 0.346
post 35 2.76 0.75
Explore some personality pre 35 2.81 0.78
1.860 0.065
aspects post 35 2.86 0.83
pre 35 21.49 0.89
Total 1.78 0.059
post 35 21.34 0.93
• Keyword at the significant level (α ≤ 0.05)

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The results showed that the difference in the pre and post performance of the control group is
not statistically significant in the pre and post total testing in all the aspects, in the sense that there is no
statistically significant differences at the level of significance (α ≤ 0.05) among the average degrees of
the control group on pre and post total testing In each of its aspects, this is due to the control group that
doesn’t subjected to the training program. Noting from Table (6) that there is no statistically significant
difference between the averages of the control group degrees on the pre and post total testing in each of
its aspects, This result indicates acceptance of zero hypothesis and rejected the alternative, it has the
value (T) that calculated in the group average degrees of the control group in the pre and post total tests
in each of its aspects, according to a test variable (1.78) and statistically significant (0.059) and when
comparing between the results findings of the current study with respect to the third question and its
hypothesis and previous results we find that it agreed with many of the studies such as the study of
Zoubi (2003) and the study of Dosari (2005) the study of (Troia & Graham, 2002) (Louis, 1999) as has
been noted .
This result as seen by the researchers can be attributed that:
The brainstorming method features compared with the normal way as focusing on student
learning so that makes them the main focus of which revolve upon the learning process while the
program does not provide the usual assumption sufficient for them.
Different role of the faculty member and the role of students in the brainstorming way from
their roles in the normal way and the role of the faculty member reflected more than to be patient with
the students during discussion and during the start of the brainstorming and this is what the researchers
did to provide an opportunity for students to deal freely during the lecture.
The standard programs does not provide the formative social nature as provided by programs
based on the methods of the social cognitive foundations, so it is possible to have not had an adequate
opportunity for students to work collectively and team spirit as is in the case of the brainstorming way,
which provides the students generosity in engaging with activities.
Brainstorming Method requires learners to call their previous experience, and conduct a
different mental skills and intellectual, as knowledge acquisition skill, social skills, and organizational
skills, administrative and collaborative activities, all of which earn students who are learning a
different analytical skills , particularly critical thinking, while there is no opportunity to those who
learns by the usual way.
In the light of the study results the researchers recommend the following:
The importance of the brainstorming in teaching, and the need to train teachers on its
principles, rules and procedures
Expand the aspects of learners awareness and to free them from the single peremptory look by
employing the brainstorming in teaching.
Increase the faculty members awareness of the background knowledge importance of students,
and its active role in the learning process.
Special attention to teaching critical thinking to students with at all its levels, in order to be able
to right thinking and to distiguish events by the appropriate thinking with data and through the flow of
ideas.
Studies on other ways in the development of critical thinking, such as effective communication
and communication between students.

References
[1] Jarwan: Fathi Abdul Rahman, (1999) Teaching Thinking: Concepts and Applications. Al Ain:
University Book House.
[2] Habib Magdi Abdul Karim, (2003), Modern trends in the thinking teaching. Cairo: Dar al-fikr
al-Arabi.

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[3] Harbi: Ali Saad, (2002), The impact of brainstorming method in the development of critical
thinking and academic achievement for students in secondary first grade in biology course in
Arar city. Unpublished Masters thesis submitted to the Faculty of Education, Umm Al-Qura
University in Makkah
[4] Humaidan: Ibrahim bin Abdullah, (2002), Teaching and thinking, Cairo, the center of the book
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[5] Al-Hela: Mohamed Mahmoud, (2002) teaching methods and strategies, the second edition, Al
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[7] Dumyati: Fawzia Ibrahim, (1998), use the brainstorming method in the teaching of history and
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[8] Dossari, Rashid, Ahmed (2005), the effect of using each of brainstorming method and survey in
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[9] Zoubi, Ibrahim Ahmed Salama (2003), the impact of each of the methods of oriented-
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