Developing an Educational Unit based on the Geography of Innovation and Measuring its Impact on Developing creativity skills

Abstract

This study aimed to investigate the effect of a developed educational unit based on the concepts of the geography of innovation in developing creative thinking skills among tenth-grade female students. To achieve the study's objective, a quasi-experimental approach was utilized, employing a pretest/post-test control group design. The study sample consisted of (60) tenth-grade female students, selected purposively and randomly assigned into two groups: an experimental group (30 students) taught using the developed unit, and a control group (30 students) taught using the conventional method. To collect data, a creative thinking skills test was developed, comprising four dimensions (fluency, originality, flexibility, and elaboration), and its validity and reliability were established. The results of the statistical analysis (ANCOVA and MANCOVA) revealed statistically significant differences at the significance level (α = 0.05) in the total score of the creative thinking skills test and all its sub-skills attributed to the type of educational unit, in favor of the experimental group. In light of these results, the study recommended incorporating the concepts of the geography of innovation into geography curricula and training teachers to employ them to enhance students' creative thinking skills.