The research aimed at identifying the effect of complex thinking strategies on the skills of generative thinking among fifth graders in the biological sciences, and to achieve the goal of the research, the two researchers adopted a semi-experimental research approach with partial control of two equal groups with post-testing of the skills of generative thinking, and the experiment was applied to the research sample of (63 ) students of the fifth grade of the biological sciences in the (Eternity High School for Girls ) for the academic year ( 2021-2022 AD ), and the number of students of the experimental group was ( 32 ) students and the control group was (31 ) students, and the two groups were rewarded in some of the following variables (the actual age of the students in months, Parental academic level , intelligence testing, previous achievement of chemistry, testing of previous information for chemistry ), and the research tool was prepared and built, a test of the skills of generative thinking, which consisted of ( 28 ) paragraphs, including ( 20 ) objective paragraphs of the type of choice of a multiplicity of four alternatives and ( 8 ) article paragraphs, and the validity of the Constructivist and the stability coefficient was verified, as well as the psychometric properties of the test paragraphs, and the results of the research showed the presence of a biosignificant difference at the level of significance ( 0.05 ) between the average grades of the students of the Trip group, who studied a subject Chemistry using divergent thinking strategies and between the mean scores of control group students who studied chemistry using the usual method of testing generative thinking skills in favor of the experimental group.

Divergent Thinking Strategies, Generative Thinking Skills