The Impact of the Modeling Strategy of Thinking on Acquiring Historical Concepts among First Grade Students
CONTEMPORARY ISLAMIC STUDIENS MAGAZINE,
2018, Volume 9, Issue 21, Pages 329-357
AbstractThe present research aims at identifying (the effect of the strategy of modeling thinking in the acquisition of historical concepts among students in the first grade intermediate in the history of ancient civilizations). To achieve this goal, the researcher formulated the following zero hypothesis:
There was no statistically significant difference at the level of (0,5) between the average scores of the experimental group studying the history subject with the thinking modeling strategy and the average grade of the control group students who study the same material in the traditional way of testing the acquisition of historical concepts.
In order to verify this, the researcher chose a experimental design with partial adjustment. The researcher chose the Al-Warka Secondary School for Boys in Karbala to be a sample of the research. The number of students was 60 students and 30 students in both experimental and control groups.
The researcher conducted an equivalence between the students of the two research groups in several variables, namely, the age of time calculated in months, the grade of history for the previous academic year 201-2017, the level of intelligence, the academic achievement of the parents and the academic achievement of the mothers.
After the researcher identified the scientific material, represented by the first three chapters of the book of history of ancient civilizations for the first grade intermediate, which was approved by the Iraqi Ministry of Education for the academic year 201-2017, the researcher extracted (40) concepts and (140) behavioral goals, and prepared plans for the study groups, Examples include a group of experts and specialists in teaching methods, measurement, assessment and psychology.
The researcher prepared a conceptual test to demonstrate the extent to which students acquire historical concepts. The test consists of (40) test pieces of multiple choice type and verifies its validity after presenting it to a group of experts and arbitrators, and verify its stability by applying it to a sample of secondary students, For boys, using the Pearson correlation coefficient, the correlation value corrected after Spearman-Brown equation was 0.92.
The researcher studied the two research groups himself in the duration of the experiment, which continued
(9) weeks. After the experiment was completed, the researcher applied the conceptual test to the students of the two research groups.
In order to analyze the results, the researcher used the following statistical methods: (Tit test for two independent samples, Pearson correlation coefficient to calculate the stability of the test, Spearman Brown equation,
The study reached the following results:
There was a statistically significant difference at the level of significance (0.05) and for the experimental group that studied using the thinking modeling strategy on the control group studied in the traditional way of acquiring concepts.
In light of this result, the researcher came out with several conclusions, including a positive relationship between modeling thinking and cognitive acquisition of historical concepts in the teaching of history.
The researcher also recommended several recommendations, including the need to use thinking strategies in teaching because they make the student more positive and effective thinking active and the need to train teachers.
The researcher proposed to conduct a similar study of the current study in other subjects and stages of study and other dependent variables such as analytical and analytical thinking
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