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This study aimed to: identify the reality of educational supervisors’ usage of p1annin capacities in the field of supervising plan fields in Riyadh. To achieve this objectives, the study answered the following questions: 1. What is the actual reality of educational supervisors usage of planning capacities in the field of professional development for female teachers? 2. What is the actual reality of educational supervisor& usage of planning capacities in the field of measurement and evaluation? 3. What is the actual reality of educational supervisor& usage of planning capacities in the field of research and studies? 4. What is the actual reality of educational supervisors’ usage of planning capacities in the field of self development? 5. Are there differences with statistical significance on the level (0.05) for the responses of study sample according to the variables scientific qualification, experience years in the supervising work, number of training courses). The researcher had used the surveyed descriptive method, also she used the questionnaire as an instrument to collect information from the study society individuals with number of (83) educational supervisors. The questionnaire included (53) items distributed on (4) fields. The researcher built the questionnaire depending on the study's literature review, prior studies and the researcher's experience in the field of educational supervising through working as educational supervisor. To process data, the researcher had used Pearson Correlation coefficient. Alpha Cronbach, frequencies and percentages, means, standard deviation, difference analysis test and T test. The most outstanding results: ■ The response of study sample toward the degree of educational supervisors' usage of planning capacities in the field of professional development for female teacher was (high), as the mean of the study sample response was (3.97). ■ The response of study sample toward the degree of educational supervisors' usage of planning capacities in the field of measurement and evaluation was (high), as the mean of the study sample response was (3.98). ■ The response of study sample toward the degree of educational supervisors' usage of planning capacities in the field of research and studies was (high), as the mean of the study sample response was (3.41). ■ The response of study sample toward the degree of educational supervisors' usage of planning capacities in the field of self development was (high), as the mean of the study sample response was (3.73). ■ There are differences with statistical significance on the level of (0.05) between the responses of the study sample toward the reality of educational supervisors' usage of planning capacities in the field of (professional development for female teachers, measurement and evaluation, self development) according to the variable of scientific qualification in favor of Master degree. ■ There aren t differences with statistical significance on the level of (0.05) between the responses of the study sample toward the reality of educational supervisors' usage of planning capacities in the field of research and studies according to scientific qualification variable. ■ There aren't differences with statistical significance on the level of (0.05) between the responses of the study sample toward the reality of educational supervisors' usage of planning capacities in the field of (female teachers' professional development, measurement and evaluation, research and studies, self development) according to the variable of experience years in supervising. ■ There aren't differences with statistical significance on the level of (0.05) between the responses of the study sample toward the reality of educational supervisors' usage of planning capacities in the field of (female teachers' professional development, measurement and evaluation, research and studies, self development) according to the variable of the training course of the supervisor. Upon these results, the researcher recommended that: ■ Educational supervising administration in Riyadh city had to benefit from putting future plans to develop the performance of educational supervisors depending on the results of this study about the reality of educational supervisors' usage of planning capacities in the field of supervising plan. ■ Working on decreasing the educational supervisor's quorum from schools and decreasing the administrative duties, in order to help the supervisor to acquire the professional capacities and to develop herself. ■ Holding training courses for educational supervisors to train them on: performing researches and studies ana how to employ their results in developing work.,Using evaluation instruments. These courses should bear the following characteristics: ■ Focusing on the applied aspect in all courses not on the theoretical aspect only. ■ The course period should be suitable to the main objective and the knowledgeable amount that should be introduced. ■ Issuing a course that concentrates on all the new issues in the field of researches and studies in the educational field and in the educational supervising whither in the local or international level, in addition to snow the distinguished supervising experiments. ■ Motivating the educational supervisors to participate in the course and scientific assemblies in the same major, and showing the importance and rule of each one in the professional development. ■ Motivating the educational supervisors to continue postgraduate studies to improve their effectiveness in the educational field. يهدف البحث إلى تحديد الإجراءات التدريبية بطريقة التعلم التعاوني في تدريس مادة العلوم لتلاميذ الصف السادس الابتدائي، وكما يهدف الكشف عن فاعلية استخدام طريقة التعلم التعاوني في تدريس العلوم لتنمية مهارات التفكير الابتكاري (الطلاقة – المرونة – الأصالة – التفاصيل) لدى تلاميذ الصف السادس الابتدائي، ويتطلب ذلك الإجابة على التساؤلات التالية:
The research aims to :determine the training procedure using cooperative method in teaching science to sixth elementary students. It also aims to explore the effectiveness of using cooperative learning in teaching science to sixth elementary students to develop the skills of innovative thinking (fluency, flexibility, originality, details) . This all requires the answer to the following questions:
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