Instructional Design According to the Repulsive Learning Model and its Impact on the Achievement of Chemistry and Lateral Thinking for Third-Grade Intermediate Students

Identify the effect of an educational design according to repulsive (allosteric) learning model on achievement chemistry and lateral thinking. The sample consisted (59) students from third-grade intermediate students. They were randomly distributed into two groups (experimental control), equivalence was done in (chronological age, previous chemistry, intelligence, thinking). (30) experimental group taught instructional design, other 29 (control) usual method. Two tests done, one them is test items type multiple choice, a thinking (26) items, (multiple choice). Both validity reliability tools verified. results revealed superiority who studied by