Abstract
The current research aimed to know the effect of the question-based learning strategy on developing innovative thinking among fifth-grade pupils in science. In order to achieve the goal of the research, the researcher put three zero hypotheses, and the research was limited to fifth-grade pupils in (Al-Baqi’) and (Manarat Al-Mosul) primary schools for boys for the academic year (2021-2022) in Nineveh Governorate, The researcher used the experimental design with two equal groups, as the experimental group studied according to the question-based learning strategy, while the control group studied according to the usual method. The size of the research sample was (60) pupils, with (30) pupils in experimental group and (30) pupils in control group. The researcher prepared a test of innovative thinking in science, consisting of three skills (fluency, flexibility, and originality) and the number of its parts was (10).
The results showed the following There are statistically significant differences at the level (0.05) between the average difference (development) for the scores of the experimental group pupils who studied according to the question-based learning strategy and the average difference (development) for the scores of the control group pupils who studied according to the usual method in the pre and
posttests of innovative thinking and in the benefit of the Experimental group
