The Integration of Scamper and CPS Models in Developing Creative Thinking Skills Among Gifted Students in Kurdistan-Iraq
DOI:
https://doi.org/10.14500/kujhss.v8n1y2025.pp486-499Keywords:
Creativity, Thinking Skills, SCAMPER Model, Problem-Solving, CPS ModelsAbstract
Educational programs that foster creativity play a crucial role in developing these skills, particularly among gifted students who have the potential to become future leaders and innovators. The study sought to explore the efficiency of creating a training program based on the Integration of SCAMPER and CPS models to strengthen the creative thinking skills of talented pupils. The training program is applied to 26 talented male and female students. The findings of the investigation showed statistically significant differences between the pre-test and the post-test for creative thinking. The results indicated that the impact of the training program according to Cohen's index (D) in creative thinking and its skills exceeds (1.3), which means that the degree of the effect of implementing the training program for developing creative thinking skills (originality, fluency, and flexibility) is very high, as creative thinking was estimated. The overall degree of creative thinking was (1.75), and the impact degree of originality skill was at a degree of (1.53), followed by the skill of fluency at a degree of (0.80), and finally the skill of flexibility at a degree of (0.77). This means that the degree of impact of implementing the developed program for developing creative thinking skills, in general, is high. Researchers point to this improvement as the fact that the training sessions incorporated the advantages of the creative problem-solving model and the advantages of the SCAMPER model in developing new ideas, which is likely to enhance students' abilities to produce new and original ideas.
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