The Effect of the Needham and Cosgrove-Osborne Models on the Acquisition of Flexible Thinking among Students of the College of Education

The research aims to determine the effect of the Needham and Cosgrove-Osborne models on the acquisition of flexible thinking among students of the College of Education. The researcher used a quasi-experimental design, with a sample of (92) students, divided into (30) students for the two experimental groups and (32) for the control group. The students in the three research groups were matched based on the following variables: chronological age, intelligence test, parental education, pre-flexible thinking test, and the previous year's average. A flexible thinking test was prepared and its validity and reliability were verified. The results indicated a statistically significant difference in favor of the students in the first and second experimental groups who studied the Foundations of Education using the Needham and Cosgrove-Osborne models in acquiring flexible thinking.