الفهرس 
مدخل الى الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Introduction.
Man is distinguished from other creatures by having a mind. This is why thinking is at the heart of the educational process. The rationale for teaching and learning thinking skills to solve many of educational problems is justified. Accordingly, a number of educational programs have been developed to focus on learning thinking. Atop of these programs has been that of de Bono. De Bono’s Program, called the Six Thinking Hats Program of Thinking, aims at developing discovery and creativity as well as initiation. Theses aims are achieved by giving a space for learners to express their points of view in a democratic atmosphere where parallel thinking is also boosted by regulating the thinking process itself.
Problem of the Study
There is consensus among the experts and the key-players of education that there is a need of learning thinking skills in our schools especially by gifted students in the 21st century. Accordingly, there is a need for a counselling program to be developed in light of de Bono’s Six Hats of Thinking Program for mentally gifted adolescents in order to promote some of their thinking skills.
Hypotheses of the Study
1. There were statistically significant differences between the mean of scores ranks of the quasi-experimental group members before and after the administration of the developed program as shown on the Scale of Thinking Skills developed and the overall score in favor of the post administration.
2. There were statistically significant differences between the mean of scores ranks of the quasi-experimental and control group members after the administration of the developed program as shown on the Scale of Thinking Skills developed and the overall score in favor of the experimental group.
3. There were no statistically significant differences between the mean of scores ranks of the quasi-experimental group members whether after the administration of the program or after the follow-up of the developed program as shown on the Scale of Thinking Skills developed and the overall score.
Sample of the Study
The study sample consisted of 20, 1st year secondary school females, divided into two groups. The first group comprised the quasi-experimental sample (n=10). The second group included the control sample (n=10).
Instrumentation of the Study
1. An Intelligence Test, called the Intelligence Testing for Young and Old (designed by Samia Loutfy Alansary)
2. A Thinking Skills Scale (developed by the researcher)
3. An intervention program (based on de Bono’s Six Hats of Thinking) developed by the researcher
4. A Student Guide (prepared by the researcher)
Statistical Methods
• Parametric Tests
Cronbach Alpha
• Nonparametric Tests
Mann-Whitney U- test
The Wilcoxon Matched-Paris
Findings of the Study
In light of the results of the study, the researcher came up with the following findings:
• There were statistically significant differences between the mean of scores ranks of the quasi-experimental group members before and after the administration of the developed program as shown on the Scale of Thinking Skills developed and the overall score in favor of the post administration.
• There were statistically significant differences between the mean of scores ranks of the quasi-experimental and control group members after the administration of the developed program as shown on the Scale of Thinking Skills developed and the overall score in favor of the experimental group.
• There were no statistically significant differences between the mean of scores ranks of the quasi-experimental group members whether after the administration of the program or after the follow-up of the developed program as shown on the Scale of Thinking Skills developed and the overall score.