البحث — المستودع الرقمي العراقي

المستخلص: يهدف البحث الحالي الى تعرف (فاعلية استراتيجية العنقود في تنمية التفكير التاملي لدى طالبات الصف الرابع الادبي في مادة التاريخ) من اجل تحقيق هدف البحث صاغت الباحثة الفرضيات الصفرية الاتية : 1 - لا يوجد فرق ذو دلالة احصائية عند مستوى دلالة (0،05) بين متوسط در | The current study aims at finding out the effectiveness of cluster strategy in developing reflective thinking among students at literary fourth grade in history. So for the purpose of achieving this aim , the researcher formulates the following null hypotheses : 1 - There are no statistically significant differences at level (0.5) between the mean scores of the experimental group which is taught history by cluster strategy and the mean scores of the control group which is taught history by using the traditional way in reflective thinking pre - test and post - test.2 - There are no statistically significant differences at level (0.5) between the mean scores of pretest and posttest to female - students of experimental group who taught history by using the cluster strategy.3 - There are no statistically significant differences at level (0.5) between the mean scores of pretest and posttest to female - students of control group who taught history by using the traditional way of teaching.To achieve the aims of study and verifying its hypotheses, the researcher selected an quasi experimental design. Randomly sample is chosen from the students of fourth stage at Babylon preparatory school. The sample consisted 66 student in the amount of 33 students in each group. Section A is randomly chosen to represent the experimental group which is taught by using cluster strategy , while section B represented control group which is taught by using the traditional way of teaching. An equivalence has been done between the two groups in the number of variables including (Chronological age ( monthly counting ) , academic level of the father, academic level of the mother, Intelligence quotient, pre - test of reflective thinking).History syllabus is stated , representing by the first seven chapters of history textbook (the Arabic and Islamic civilization) which is admitted by Ministry of Iraqi Education for the academic year (2013 - 2014) for students at literary fourth stage. The researchers wrote 156 behavioral goal for the first seven chapters and prepared lesson plans for teaching the two groups of the study and displayed models on a group of specialists to ensure its validity.The researcher constructed reflective thinking which consisted of five skills, viz ; ( meditation, observation, identifying logical fallacies, giving convincing explanations, reaching to conclusions, developing proposed solutions), the number of items is 30 items in amount of 6 items for each skill. The test validity, reliability, coefficient of difficulty and power discrimination have been achieved after applying the test on pilot study which is 100 students of literary fourth grade at Tadmur High school for female. The researcher started the experiment at the beginning of semester one on Tuesday 16/10/2013. At the end of the experiment , reflective thinking pre - test is applied on two groups Tuesday 1/ 9/ 2014, then students' answers are corrected and statistically processed by using T - Test for two independent samples and T - Test for two related (Dependent) samples. The researcher resulted the following; 1 - here are statistically significant differences at level (0.5) between the mean scores of the experimental group which is taught history by cluster strategy and the mean scores of the control group which is taught history by using the traditional way in reflective thinking in favor of experimental group.2 - There are statistically significant differences at level (0.5) between the mean scores of pretest and posttest to female - students of experimental group who taught history by using the cluster strategy in reflective thinking pre - test and post - test in favor of posttest.3 - There are no statistically significant differences at level (0.5) between the mean scores of pretest and posttest to female - students of control group in favor of posttest. In the light of the current results, the researcher concluded the effectiveness of cluster strategy in acquiring reflective thinking skills compared with the traditional way. Accordingly, the researcher recommended the need to use the cluster strategy that proved its effectiveness in the teaching of history and do not stick with the traditional way. Complementing the aspects of current study, the researcher suggested a similar study with other dependent variables such as achievement and the development of creative thinking and systemic.

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المصادر:

فاعلية استراتيجية تالف الاشتات في تنمية التفكير الابتكاري لدى طلاب الصف الرابع الادبي في مادة التاريخ == The Effectiveness of Synthetic Strategy In Developing Innovative Thinking Among Students At Literary Fourth Grade In History

اسم المؤلف: محمد حسين عواد الاوسي

اسم المشرف: خالد جمال حمدي الدليمي

الموضوع العام: العلوم التربوية

السنة: 2015

الموضوع الدقيق: طرائق تدريس التاريخ

الدرجة: دكتوراه

الجامعة: جامعة ديالى - كلية التربية للعلوم الانسانية - قسم العلوم التربوية والنفسية

اللغة: العربية

مكان الجامعة: ديالى

الصفحات الاولى:

المستخلص: يهدف البحث الحالي الى التعرف على (فاعلية استراتيجية تالف الاشتات في تنمية التفكير الابتكاري لدى طلاب الصف الرابع الادبي في مادة التاريخ) ومن اجل التحقق من هذا الهدف صاغ الباحث الفرضيات الصفرية الاتية : 1 - لايوجد فرق ذو دلالة احصائية عند مستوى (0,05) بين م | The current study aims at finding out the effectiveness of syncetics strategy in developing innovative thinking among students in at literary fourth grade in history. So for the purpose of achieving this aim , the researcher formulates the following null hypotheses;1 - There are no statistically significant differences at level (0.5) between the mean scores of the experimental group which is taught by the syncetics strategy and the mean scores of the control group which is taught the same subject by using the traditional way in innovative thinking pre - test and post - test.2 - There are no statistically significant differences at level (0.5) between the mean scores of the experimental group who taught history subject by using the syncetics strategy in innovative thinking pre - test and post - test.3 - There are no statistically significant differences at level (0.5) between the mean scores of the control group who taught history subject by using the traditional way in innovative thinking pre - test and post - test.The researcher used the experimental design in achieving the aims of study and verifying its hypotheses an quasi experimental design is selected. Randomly sample is chosen from the students of fourth stage at ( Khalil Martyr preparatory school an d Al - Asri high school) which are followed to the general directorate of education for diyala / Khanqeen district , as a sample of the study, it is consisted of 60 student in the amount of 30 students in experimental group who taught history syllabus according to syncetics strategy, and 30 students in control group who taught history syllabus according to the traditional way. An equivalence has been done between the two groups in the number of variables including ( Intelligence quotient, age ( monthly counting ) , academic level of the father, academic level of the mother, pre - test of innovative thinking).History syllabus is stated , representing by the first five chapters of history textbook (the Arabic and Islamic civilization) which is admitted by Ministry of Iraqi Education for the academic year (2013 - 2014) for student at fourth stage. The researcher constructed innovative thinking test after reviewing the literature and previous studies , as a research tool, it consists of 20 items distributed on the 5 situations for each skill of innovative thinking, namely, (intellectual fluency, spontaneity and flexibility, and originality).The test validity has been achieved by exposing the instrument on jury members , while reliability has been verified through applying the test on pilot study. The researchers wrote 156 behavioral goal for the first five chapters and prepared plans for teaching the two groups of the study and display models on a group of specialists in the field of teaching methods, measurement and evaluation, educational psychology, and history.The researcher taught the two groups by himself through the period of experiment which lasted an entire semester. The statistical methods are used for data processing are t - test for two independent samples and interrelated, chi - square , coefficient of difficulty, power discrimination and alpha - cronbach formula. The results of the study show that there are statistically significant differences at level (0.5) in favor of experimental group who taught the history of Arabic and Islamic civilization by using the syncetics strategy in developing innovative thinking on the control group who taught history subject by using the traditional way of teaching In the light of results , umber of recommendations are drawn.1 - Adopting syncetics strategy in teaching history to students of literary fourth grade because of its many benefits in terms of developing thinking , accuracy of observation , the organization of scientific material, which may help in learning of historical material and the process of retention.2 - Practicing history teachers to teach in accordance with the syncetics strategy through regularity attendance in training courses, educational seminars and preparing clear guide to demonstrates teaching method according to historical material on this strategy. In the light of the results obtained in the present study, the researcher suggests the following ;1 - Conducting a study to compare the syncetics strategy with other strategies in the development of innovative thinking. 2 - The effectiveness of the use of syncetics strategy in the developing of multi - types of thinking (scientific , contemplative, and critic).

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