Volume 3, No.2, March - April 2014 International Journal of Advanced Trends in Computer Science and Engineering

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1 Volum 3, 2, March - April 2014 Intrnaal Journal of Advancd Trnds in Computr Scinc and Enginring Suad Abdullah Al Harthy t al., Intrnaal Journal of Advancd Trnds in Computr Scinc and Enginring, 3(2), March - April 2014, Availabl Onlin at Study th Impact of Scinc Fic E-storis ffctivnss on Achivmnt and Larning Spd in Scinc Subjct for Intrmdiat Grad studnts: Cas Study on Intrmdiat Grad Schools in Saudi Arabia Suad Abdullah Al Harthy, Iman Salah Informa Scinc Dp.,KAU,Jddah,Saudi Arabia soso_ml299@hotmail.com ISSN ABSTRACT This study aims to masur th impact of scinc fic - storis ffctivnss on achivmnt and larning spd in Scinc subjct for intrmdiat grad studnts. Th importanc of this study lis in providing a nw way dpnding on scinc fic -storis in scinc subjct that fostrs studnts achivmnt bcaus storis rmain aliv in mmory and it is not asy to forgt thm spcially if thy ar associatd to fic. Ths storis also lad to larning spd bcaus thr is a trmndous amount of scinc can b larnt in a short tim with gratst plasur and grat bnfit as wll as thy bnfit tachrs and ncourag thm to us modrn ducaal mthods. This study srvs thos concrnd to construct and dvlop curricula in Ministry of Educa with rspct to th rformula of th contnt of scinc subjct for intrmdiat grad in th light of scinc fic storis.thr ar two approachs wr usd to procd with th study problm, dscriptiv analytical approach is on of thm. This approach study is a dscrip of phnomna or facts to rach to gnralizas and conclusions nabling us to dvlop th rality w tach. Th scond approach is a quasi-xprimntal approach that is usd in ducaal studis. Ths studis aim to knowldg, tsting and xamining of th casual rlaship. Thus, thy ar not limitd to dscrip and diagnosis of rlas but also thy xamin th rlaship and mak sur of its validity or falsity through this tsting.study sampl consistd of (60) studnts in th first grad and thy wr dividd into two groups: th xprimntal group consisting of (30) studnts and th control group consisting of (30) studnts. Th xprimntal group applid scinc fic -storis dsignd by th rsarchr in lssons of digstiv systm and nutri in scinc subjct - th first intrmdiat grad -, achivmnt tst and larning spd tst and conclusions showd that studnts of xprimntal group surpassd thir prs in th control group in th avrag scors of achivmnt tst. This tst was statistically significant with a valu of (2.). Thos studnts also surpassd thir prs in th control group in th grads avrag of th larning spd tst and this tst was statistically significant with a valu of (19.3). Kywords: Scinc Fic, Storis, Scinc Fic Storis, Scinc Fic Storis, Larning Spd. 1. INTRODUCTION Th importanc of scinc fic lis in th dvlopmnt of innova, knowldg and th intrmdiat grad rprsnts th stag of imagina growth for studnt, so thr is a nd to rnw som rcnt ways dpnding on moving of studnt imagina using lovly way for thm. This way is scinc fic -storis that ar commnsurat with th rquirmnts of scinc subjct now. Study [5] suggstd that th imagina lvl of studnts was not satisfactory to th xtnt that is xpctd from th arrival of studnts to crativity and innova. Th curricula of scinc subjct do not contribut in growth of scinc fic of studnts. Author [6] pointd out that most of curricula fr from scinc fic and thy do not giv studnts chanc to practic di to tim constraints, lack of capabilitis and classs dnsity.in this articl, w try to find an answr to this qus: what is th impact of scinc fic -storis ffctivnss on achivmnt and larning spd in scinc subjct for intrmdiat grad studnts? What is th ffctivnss of prcp proposd of scinc fic -storis in scinc subjct on achivmnt and larning spd for intrmdiat grad studnts? Thrfor, w dpndd on dscriptiv and quasi-xprimntal approachs which wr applid on lssons of digstiv systm and nutri in scinc subjct for th studnts in th middl first grad (fmal studnts) in th scond smstr of th acadmic yar Intrmdiat grad schools wr chosn and th sampl study consistd of (60) studnts in th first grad; thy wr dividd randomly into two groups: th xprimntal group consisting of (30) studnts and th control group consisting of (30) studnts. Th rsarchr usd two typs of tsts, namly: a cognitiv achivmnt tst, which is an objctiv tst, and an lctronic tst dpnding on tim to masur th larning spd. Also, w usd two of scinc fic - storis. Th assumps w sought to tst thir validity ar: (1) Thr ar statistically significant diffrncs at th significanc lvl (0.05) btwn th avrag scors of th xprimntal group studnts and th avrag scors of th control group studnts in summativ assssmnt of 19

2 achivmnt tst for th bnfit of th xprimntal group studnts. (2) Thr ar statistically significant diffrncs at th significanc lvl (0.05) btwn th avrag scors of th xprimntal group studnts and th avrag scors of th control group studnts in summativ tst to tst th larning spd to invstigat th bnfit of th xprimntal group studnts. (3) Thr ar statistically significant diffrncs at th significanc valu of (0.05) btwn th avrag scors of th xprimntal group studnts in formativ and summativ assssmnt of achivmnt tst to chck th bnfit of th summativ assssmnt. 4. Thr ar statistically significant diffrncs at th significanc lvl (0.05) btwn th avrag scors of xprimntal group studnts in summativ assssmnt to tst th larning spd for th bnfit of th summativ assssmnt.th main findings that w hav bn achivd suggstd that xprimntal group studnts hav alrady surpassd th studnts of th control group at th avrag scors of th achivmnt tst. This surpass was statistically significant with a valu of (2.), furthrmor thy surpassd thir prs of th control group at th avrag scors of th larning spd tst and this surpass was statistically significant with a valu of (19.03). 2. THE RELATED WORKS Th Scinc fic is important in updating mthods of taching scinc subjct as wll as attracting studnts intrst in larning. Th scinc fic storis sk to dvlop th ability to conciv how things b in th futur or how thy wr in th past by using a mthod that maks th studnt think crativly. Thrfor, th prcding studis sought to find out about th rality of using scinc fic storis in taching, its ffctivnss and training of tachrs on using ths mthods in classrooms th following studis: Th study of (Soha ElShaf y, 2000) givn by, through,it,th author xplaind th rality of using scinc fic in taching in th classroom. Sh traind tachrs on using scinc fic storis insid th classroom, and studnts on using innovativ thinking. Th study sampl slctd by th rsarchr was from third prparatory school studnts, which is an important priod to dvlop thir innova. Th statistically significanc diffrncs btwn th avrag scors of th xprimntal group studnts and th avrag scors of th control group in tsting th ability of thinking crativly was for chcking th bnfit of avrag scors of th xprimntal group studnts. This studis is ncssarily rcommndd using scinc fic storis in th classroom to dvlop th studnt s innova. Study of (Buchr, 2001)was don to h train th tachrs on using th scinc fic in th classroom as h prp th tachr manual that includs th dfini of th scinc fic and its incp, importanc, subjcts and clarifying how it can b usd in th class room. Th study was applid on sampl of th scondary stag tachrs. Th study rachd incrasing of awarnss of scondary tachrs by mthods of using th scinc fic in th class room and th importanc of th scinc fic in th class room. Th sarchr rcommndd using th scinc fic in taching in th class room, but in our point of viw, w s that th bst stag for dvloping th fic is th intrmdiat stag du to distinguish th charactristics of studnts in it with fvrish, motiva, vitality and lov of advntur as wll as th frtil imagina. Study of (Lornas, 2002) ncouragd th studnts on thinking about th futur and tst thir capabilitis to advntur. Th sarchr prp a program consists of twnty scinc fic storis of various writrs and applid th program on th svnth class studnts. This study rachd that th incras of cash quns of studnts can dvlop thir crativ thought dpnding on using scinc fic storis in taching and this what is agrd with our currnt study which try to dvlop th crativ thought of studnts through scinc fic storis. Th sarchr rcommndd using th programs that contain scinc fic storis and taching th studnts th sam. Study of (Sally, 2002) aimd to dvlop a crativ writing through scinc fic of th intrmdiat studnts. In our point of viw, w s that this study slctd th appropriat and frtil stag with imagina and lov of advntur; and it is important to concrn with dvlopmnt this aspct. For achiving that, th sarchr prp a st of lssons and it is applid on th sampl of study and discussing th studnts about it with training thm aftr th nd of ach lsson. Th study rsults rachd that vry studnt can writ his\hr story and ncourag him\hr on writing scinc fic storis. Th study rcommndd supporting and ncouraging studnts on th crativ writing through th sarch for all mthods through which can hlp th studnts to dvlop thir scinc fic. In our point of viw, w s that cra can b achivd through scinc fic storis that can hlp th studnts to authorship and crativity. Study of (Eman Mahmoud, 200) contributd in mploying scinc fic storis in dvloping som skills of linguistic crativity of first- grad prparatory. Th sarchr usd scinc fic storis that appropriat with th study of studnts and list skills of linguistic crativity rlvant to scinc fic. Th most important rsults that th sarchr rachd ar th ffctivnss of th program in dvloping th skills of linguistic crativity rlvant to scinc fic of first- grad prparatory. Th sarchr rcommnd rading books with scinc fic storis associatd with som of valus, nobl bhaviors, rlvant to th linguistic crativity and concrning with activitis and mthods that activat th fic of studnt in th duca procss, considring that th fic is a main lmnt of crativity lmnts and nrich th school s library with scinc fic storis. This 20

3 what is agrd with our currnt study in clarifying ffctivnss of scinc fic storis, spcially on studnts of prparatory stag. Study of (Imad Al-Zahrani, 200) dsignd an ffctiv lctronic programming tool for curriculum of duca tchniqus to masur thir ffcts on th acadmic achivmnts. That study is applid on studnts of tachr collg and th sarchr usd a systm of dirctor to dsign th programming whr that program is charactrizd by simplicity in daling and strngthn in dsign. Th programming was dsignd in thr ducaal units by th sarchr. Th Numbr of th sampl is 20 studnts and it is supposd to incras th numbr of th sampl. Th sarchr usd two tools in his study which tst th knowldg achivmnts and tst th skillful achivmnts. Rsults of th study ascrtaind that th xprimntal group xcds th control group. Th sarchr rcommndd with not limiting to pattrn of tradial lcturs which focus on th thortical aspcts mor than th practical aspcts and mploying othr ducaal pattrns achivd through th intgra of modrn tchnological innovas achivd through thm th balanc btwn th thortical and practical aspcts which lad to incras of studnts larning lvls and acquir th corrct ducaal concpts. 3. PROBLEM FORMULATION Th currnt usd mthods in th Scinc subjct almost fr somwhat of raising th studnt fic. Th sarchr noticd through th rality that sh facd during th work in taching, dcrasing of th studnts achivmnts lvls and thir frqunt complaints of gtting bord from th study bcaus of mmoriza and lack of divrsity in mthods of Scinc subjct. Th tradial curriculum of Scinc subjct for th intrmdiat stag dos not mt th nds of th studnts from th aspct of mntal activity and mov th fic whr it lacks to intrsting lmnts which lad to studnts bordom from th classs, thir dropout and waknss of thir dsir in larning and achivmnts. Th scinc fic has an important in dvloping th crativity, innova and knowldg considring th intrmdiat stag is a growth stag of th frtil imagina of th studnt. Thrfor, th nd ariss to dvlop a nw mthods dpnd on movmnt of th fic of th studnt by using a lovly mthod which is scinc fic E- storis that complianc with rquirmnts of Scinc subjct in th currnt tim.that study sought to th following main Qus: what is th ffct of scinc fic E- storis ffctivnss on th achivmnts and th larning spd in th Scinc subjct of th intrmdiat stag? This qus branchs into a numbr of quss such as: what ar th stands of scinc fic E- storis in th Scinc subjct of th intrmdiat studnts? What is th proposd imagina of scinc fic E- storis in th Scinc subjct to dvlopmnt th achivmnts and th larning spd of th intrmdiat studnts? What is th ffctivnss of th proposd imagina for scinc fic E- storis in th Scinc subjct on th study achivmnts for th intrmdiat stag? What is ffctivnss th proposd imagina for scinc fic E- storis in th Scinc subjct on th larning spd for th intrmdiat stag? 4. THE PROPOSED RESEARCH METHODOLOGY Th sarchr usd th dscriptiv approach to analyz in contnt of th digstiv systm and nutri lssons from th Scinc book of th intrmdiat first- grad th scond trm, as wll as spcify rquirmnts using of scinc fic E- storis. Th sarchr usd this curriculum in th dscribing ovrall litratur and th prvious studis for th sarch subjct as wll as quasi-xprimntal curriculum to masur th ffct of th indpndnt variabl ffctivnss (scinc fic E- storis) on th dpndnt variabls (achivmnts and larning spd) basd on dsigning two groups on of thm is a control group and th othr is an xprimntal group and implmnta th formativ and th summativ tst on both of two groups and spcify th arithmtical avrags and th stand dvia of thm.th sarchr dsignd and implmntd tools of th formativ and summativ study according to quasixprimntal curriculum for two groups of th intrmdiat first grad studnts with th implmnta of th formativ and summativ, on of thm formd th xprimntal group whil th othr formd th control group. Th digstiv systm and nutri lssons hav bn taught th xprimntal group by a mthod of scinc fic E- storis and masurmnt thir ffctivnss on th school achivmnts and larning spd of th studnts whil th control group has bn taught with th tradial mthod. Th community of sarch includd all th intrmdiat stag studnts at Jddah schools in Saudi Arabia and thy includ sampl of th sarch (30) studnts of th intrmdiat first- grad. Thy ar slctd by a random mannr which is th xprimntal group that study scinc fic E- storis and (30) studnts rprsnting th control group that ar taught by th tradial mthod, thn th sarchr prp two tsts which ar an achivmnt tst to masur th studnts achivmnts and an lctronic tst (multipl-choic) dpnds on tim factor to masurmnt th larning spd. 5. Th Statistic Rsults and th Discussion Our study sought to vrify th ffctivnss of th scinc fic E- storis ffct on th achivmnt and th larning spd with th Scinc subjct for th intrmdiat firstgrad studnts aftr implmnta of th study tools on sampl of th study. Th ncssary statistic mthods that wr usd ar: dductiv statistical tchniqus rprsntd in T-tst which is a tst usd to dtct th significant of diffrncs among middl of two sampls and it is usd for th significant of diffrncs among middl of two indpndnt and qual sampls in th numbr, as wll as th 21

4 diffrncs btwn middl of two associatd and qual sampls in th numbr.eq.(1) has bn usd for masuring th ffctivnss of scinc fic E- storis and th larning spd with th Scinc subjct for th intrmdiat first- grad studnts through th following qua: Th ffctivnss = R O (1) D O Whr R rprsnts th avrag of studnts dgrs in th summativ assssmnt, O is th numbr avrag of studnts dgrs in th formativ assssmnt and D is th final dgr of tst. Th statistical procss is carrid out by using Statistical Packag for th Social Scincs (SPSS) which assisting to scur spd and accuracy in statistical analyss. Th rsults indicat that th rsarchr tstd if th first assump is right, which stats, "thr ar statistically significant diffrncs in th significanc lvl (0.05) btwn th grad avrags of xprimntal group studnts and grad avrags of control group studnts in summativ assssmnt of achivmnt tst for th bnfit of th xprimntal group studnts." Thus, th rsults wr as shown in Tabl 1, as follows:- Tabl. 1 Th grads of xprimntal and control groups` studnts in th summativ assssmnt of achivmnt tst Group pl a Avrag Dvia Fr dom Dgr s u Exprim ntal Control anc Lvl Tabl. 1 shows that thr is a statistically significant diffrnc btwn th avrag grad of xprimntal group studnts and th avrag grad of control group studnts in summativ assssmnt of achivmnt tst for th significanc lvl (0.05), for th bnfit of th xprimntal group whr valu is calculatd to b(9.3) whn frdom dgrs quals (5) which is th statistically significant valu. Th avrag grad of xprimntal group studnts ar (2.), i.. mor than thir avrag grad of control group studnts which ar (20.5), this rfrs that th cognitiv achivmnt lvl of xprimntal group studnts in summativ assssmnt (achivmnt tst) is high aftr th applica of xprimnt. Morovr, th rsarchr tstd if th scond assump is right, which stats, "thr ar statistically significant diffrncs in th significanc lvl (0.05) btwn th avrag grad of xprimntal group studnts and avrag grad of control group studnts in summativ assssmnt of larning spd tst for th bnfit of th xprimntal group studnts." Thus, th rsults wr as shown in Tabl. 2, as follows:- Tabl. 2 Th grad rsults of both xprimntal and control group studnts in summativ assssmnt of larning spd tst Group pl a Avrag Dvia Fr dom Dgr s u anc Lvl Exprim ntal Control Tabl 2 shows that thr is a statistically significant diffrnc btwn th avrag grad of xprimntal group studnts and th avrag grad of control group studnts in summativ assssmnt of larning tst for th significanc lvl (0.05), for th bnfit of th xprimntal group whr th valu calculatd is (9.3) whn frdom dgrs (5) which is th statistically significant valu. Th avrag grad of xprimntal group studnts ar (19.03), i.. mor than thir avrag grad of control group studnts which ar (13.26), this rfrs that th larning spd lvl of xprimntal group studnts in summativ assssmnt (larning spd tst) is high aftr th applica of xprimnt, i.. w should accpt th assump which stats, " thr ar statistically significant diffrncs btwn th avrag grad of xprimntal group studnts and avrag grad of control group studnts in post-larning spd tst for th bnfit of xprimntal group." Morovr, th rsarchr tstd if th third assump is right, which stats, "thr ar statistically significant diffrncs in th significanc lvl (0.05) btwn th avrag grad of xprimntal group studnts in both formativ and summativ assssmnts of achivmnt tst for th bnfit of th achivmnt tst." Thus, th rsults wr as shown in Tabl. 3, as follows:- Tabl. 3 Th grad rsults of xprimntal group studnts in both formativ and summativ assssmnts of achivmnt tst Assss mnt Format iv Summa tiv pl a Avrag Dvia Frd om Dgr s u anc Lvl 22

5 Tabl. 3 shows that thr is a statistically significant diffrnc btwn th avrag grad of xprimntal group studnts in both formativ and summativ assssmnts of achivmnt tst for th significanc lvl (0.05), for th bnfit of th achivmnt tst whr th valu calculatd is (-27.6) whn frdom dgrs (29) which is th statistically significant valu. Th avrag grad of xprimntal group studnts in summativ assssmnt ar (2.), i.. gratr than thir avrag grad in formativ assssmnt which ar (9.06). This rfrs that th cognitiv achivmnt lvl of xprimntal group studnts is high aftr th applica of xprimnt, i.. w should accpt th assump which stats, "thr ar statistically significant diffrncs btwn th avrag grad of xprimntal group studnts in both formativ and summativ assssmnts of achivmnt tst for th bnfit of summativ assssmnts." Morovr, th rsarchr tstd if th forth assump is right, which stats, "thr ar statistically significant diffrncs in th significanc lvl (0.05) btwn th avrag grad of xprimntal group studnts in both formativ and summativ assssmnts of larning spd tst for th bnfit of th summativ assssmnt." Thus, th rsults wr as shown in Tabl. 4, as follows:- Tabl. 4 Th grad rsults of xprimntal group studnts in both formativ and summativ assssmnts of larning spd tst Assss mnt Format iv Summa tiv pl a Avrag Dvia Frd om Dgr s u anc Lvl achivmnts gaind in th subjct of Scinc for studnts in th first intrmdiat grad, th rsarchr usd th avrag grad of xprimntal group studnts which prviously calculatd in th formativ assssmnt and summativ assssmnt for th achivmnt tst. Thus, th rsults wr shown in Tabl. 5, as follows:- Tabl. 5 Th ffctivnss of scinc fic -storis for achivmnts gaind in th subjct of Scinc for studnts in th first intrmdiat grad Masurd Paramtor Formativ assssmnt Summativ assssmnt a avrag Final grad 30 Effctivnss 0.94 To masur th ffctivnss of scinc fic -storis for achiving th gain in th subjct of Scinc for studnts in th first intrmdiat grad, th rsarchr usd th avrag grad of xprimntal group studnts which prviously calculatd in th formativ assssmnt and summativ assssmnt for th larning spd. Thus, th rsults wr shown in Tabl. 6, as follows:- Tabl. 6 Th ffctivnss of scinc fic -storis for achivmnts gaind in th subjct of Scinc for studnts in th first intrmdiat grad Data Formativ assssmnt Summativ assssmnt a avrag Final grad 20 Effctivnss 0.92 Tabl. 4 shows that thr is a statistically significant diffrnc btwn th avrag grad of xprimntal group studnts in formativ assssmnt and summativ assssmnt of larning spd tst for th significanc lvl (0.05), for th summativ assssmnt whr th valu calculatd is (-13.61) whn frdom dgrs (29) which is th statistically significant valu. Th avrag grad of xprimntal group studnts in summativ assssmnt is (19.03), i.. mor than thir avrag grad in formativ assssmnt which is (.20), this rfrs that th larning spd of xprimntal group studnts aftr applica of th xprimnt, i.. w should accpt th assump which stats, " thr ar statistically significant diffrncs btwn th avrag grad of xprimntal group studnts in formativ assssmnt and summativ assssmnt of larning spd tst for th summativ assssmnt." To masur th ffctivnss of scinc fic -storis for Th abov rsarch rsults in Tabls [1-6] gnrally rval that thr is an ffctivnss of scinc fic -storis for achivmnts and larning spd in th subjct of Scinc for studnts in th intrmdiat grads, i.. thr wr statistically significant diffrncs btwn th avrag grad of xprimntal group studnts and th avrag grad of control group studnts on post-achivmnt tst for th bnfit of th xprimntal group studnts. It was also found that thr wr statistically significant diffrncs btwn th avrag grad of xprimntal group studnts and th avrag grad of control group studnts on studnt postspd tst for th bnfit of th xprimntal group studnts. Finally, it was found that thr wr statistically significant diffrncs btwn th avrag grad of xprimntal group studnts on th formativ and summativ assssmnts for achivmnt tst for th bnfit of th post-achivmnt 23

6 tst. It was found that thr wr statistically significant diffrncs btwn th avrag grad of xprimntal group studnts on th formativ and summativ assssmnts for larning spd tst for th bnfit of th post-larning spd tst. This rsult could b intrprtd in th light of th following considras: th mthod of introducing th contnt in th mthodology of scinc fic -storis which was prsntd in sparat parts, in ordr to allow th studnt to r-study ach part mor than on tim asily. Morovr, thr wr variabl contnt idas, and th contnt includd many multimdia idas of txts, picturs and nic cartoon movis. Th contnt was transformd to scinc fic story which mak th studnts hav fun and intrstd in know th nd of story, thus, thy wr mor attntiv and concntratd. 6. CONCLUDED COMMENTS, AND FUTURE WORKS: Th rsarchr discussd th ffctivnss of scinc fic -storis achivmnt and larning spd in th subjct of Scinc for studnts in th first intrmdiat grad, and th rsarchr usd scinc fic -storis, thn apply thm to th studnts in th first intrmdiat grad. Th author found that th xprimntal group studnts hav batn all of thir prs in th control group in th avrag grad of achivmnt tst. Such xcllnc was a statistical significant. Thy hav also batn all of thir prs in th control group in th avrag grad of larning spd tst. Such xcllnc was a statistical significant. Thrfor, thr was an ffctivnss of scinc fic -storis for achivmnts and larning spd in th subjct of Scinc for studnts in th intrmdiat grads. Th rsarchr rcommndd th Ministry of Educa for produc of scinc fic -storis and distribu of thm among ducaal institus, as a modrn ducaal tchniqu, and train th fmal tachrs to produc scinc fic - storis which should b includd in th curriculum of Scinc. Also, to organiz sminars on th importanc of scinc fic -storis in th modrn ag and thir rol in th dvlopmnt of larning spd. Th rsarchr also prsntd som suggss including carrying on a similar study which contains mor sampls and ducaal aras in ordr to distribut of this study findings, and to mak a study on assssmnt of scinc fic -storis in th light of th rquirmnts of modrn ag scincs, as wll as prforming mor rsarch on th ffctivnss of a suggstd program for scinc fic -storis in th subjct of Scinc, for gtting mor crativity and innova for th studnts in intrmdiat grad. Thinking (MA) Al-Shaf, SuhaImad Al-Dn,, Collg of Educa, Mansoura Univrsity. 2. Al-Zahrani, Imad Jumaan Abdullah.(2007) ''Dsigning and Applica ofan Elctronic Intractiv Softwar for Curriculum of Educa Tchnologis to masur itseffct on Larning Progrss for Tachrs CollgStudnts, (MA), Collg of Educa,UMM AL-QURA UNIVERSITY. 3. Buchr,T. (2001), "Bringing scinc Fic into th classroom",english Journal, V2 n2 p Lornas, D(2002),"Scinc Fic and th futur", contnts of curriculum unit 7 Journal of Rsarch in ERIC. 5. Mahmoud, Iman Abdullah Ahmd. (200), A program for dvloping Languistic Crativity by Storis of Scintific Ficion for pupils of first grad of Prpatory, (MA), Collg of Educa in Damyaat, Mansoura Univrsity. Browsd in 4 th /2/ Rashd, Ali. (2010), Dvloping Crativity &Scintific Fic for Childrn of Pr-school, Primary and Prparatory stags, Dar Dbono, Oman. 7. Sally, O.(2002)," Introduc to Crativ Writing", U.s. REFERENCES 1. Al-Shaf, Suha Imad Al-Dn. (2007), Effctivnss of using Scintific-fic Storis inscinctaching on Dvloping Crativ 24