فاعلية التعليم المتمايز في تنمية مهارات التفكير التاريخي لدى طلاب الصف الخامس الادبي في مادة التاريخ الاوربي
فاعلية التدريس على وفق ستراتيجية (PQ4R) في اكتساب المفاهيم التاريخية واستبقائها لدى طلاب الصف الخامس الادبي في مادة التاريخ == The Effectively of Teaching According To (PQ4R) Strategy In The Acquisition And Retention of Historical Concepts To The High School Humanistic Fifth Grade Students In The Subject of History
Author name:
وسام عزيز عبيد الحمزاوي
Supervisor name:
حسين هاشم هندول الفتلي
Abstract:
ترمي الدراسة الى معرفة فاعلية التدريس على وفق استراتيجية (PQ4R )في اكتساب المفاهيم التاريخية واستبقائها لدى طلاب الصف الخامس الادبي في مادة التاريخ ولتحقيق ذلك اختار الباحث تصميما تجريبيا ذا ضبط جزئي لمجموعتين احدهما تجريبية والاخرى ضابطة ذات الاختيار | The present thesis aims at analyzing the effectively of (PQ4R) strategy in acquiring and retaining the historical concepts on the high school humanistic fifth grade students in the subject of history.To achieve this, chose researcher determined experimentally The control part of two groups, one experimental and the other officer with a choice posttest, and chose researcher Qsidia sample of fifth graders literary from junior Ibn al - Nafis of the Center for Diwaniyah province for the academic year (2012 - 2013) m sample for examination for the purpose of application of the experiment.The total number of the students chosen was (60). (30) of them adopt the empirical task of studying the (PQ4R) , while the other (30) represent the control group who remain on adopting the conventional method of study. Before conducting the test, the researcher took a number of considerations : (intelligence testing, parental educational background, students` age calculated in months, and the prior mark gained in the subject of history by the students). The researcher had limited the educational materials which were intended to be taught to include (chapters four, five, six, and seven) from MODERN AND CONTEMPORARY EURPOEAN HISTORY book which is designed for teaching secondary school fifth grade students (humanistic field) for the year( 2012 - 2013).Consequently, the researcher formulated the behavioural objectives, in the light of the general objectives set by (Bloom) for the cognitive field with its six levels (knowledge, understanding, application, analysis, structuring, and evaluation) which have been reached to (126) behavioural objectives. Moreover, the researcher prepared teaching outlines which are specifically intended to be taught in the subject of history and he also limits the concepts included in the research material in accordance with the aim of the research. In addition to what have been mentioned, the researcher prepared a test of acquiring the historical concepts (multiple - choices test). This test was finally formed out of (45 questions) and its reliability had been validated by presenting it to a group of jury members who were all majored in Methods of Teaching. Moreover, the difficulties and the strength factors of the test had been pointed out. In addition to these factors, verifying the range of the affectivity of the substantial and the test reliability had been issued in accordance with : the method of the partial division method of (0.77) and the use of the intermediate initiation factor of Beirson which was reached up to (0.66) and it had been corrected by using : Sieberman - Brown`s equation which raised up to (0.81), Quador Richardson`s which reached to (0.77) that is considered as a new stability factor.The researcher had examined the two groups of the research by himself. The experiment had been started on Sun. 10/03/2013 to 12/05/2013. At the end of the experiment, he applied the test of acquiring and retaining the historical concepts on the two groups( Control and Sample groups) on Wed. 24/04/2013 , and then, he re - tested the students once again on them in 12/05/2013 to ensure the effectively of the concepts on the sample group. The researcher undertook processing the test statistically. The results showed the success of the control group which has adopted the task of PQ4R strategy over the sample group which remained on the conventional method in testing the acquisition and the retention of the concepts.In the light of the research results, the researcher recommend to use PQ4R strategy in teaching the history of THE MODERN AND CONTEMPORARY HISTORY subject duet to its significance in acquiring the students to the historical concepts. The researcher reached to the following recommendations : 1 - Adopting the (PQ4R) in teaching THE MODERN AND CONTEMPORARY HISTORY subject duet to its various advantages, such as growing the accuracy and thinking to the students, organizing teaching materials, and growing the learners` cognitive aspects in sense it helps in retaining and memorizing what is read, consequently, it helps the learners with learning and retaining the historical concepts.2 - Training the teachers of history on using (PQ4R) strategy while teaching through conducting courses, educational seminars, and projecting a guide to illustrate the principles upon which this strategy should be used.In light of the results of the current study and its complement researcher suggests : 1 - conducting similar research on other phases of study and both sexes to see the effectiveness of the strategy PQ4R)) to acquire historical concepts.2 - Conduct a study to demonstrate the effect of using PQ4R)) with teaching strategies (such as concept maps, constructivist learning model, self - questioning strategy, other strategies Reading Comprehension, etc
