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فاعلية استراتيجية بوست وبرينان في تحصيل مادة الجغرافية وتنمية التفكير التاملي لدى طلاب الصف الخامس الادبي == Effectiveness of Post and Prinan Strategy in the collection and development of contemplative thinking among fifth graders in geography

Author name: محمد مهدي ساجت
Supervisor name: محمد حميد مهدي المسعودي | سعد عبد الرزاق الخرسان
General topic: Educational Sciences
Specific topic: Methods of Teaching Social Sciences
Degree: Master
University: University of Babylon - Faculty Of Basic Education
Language: Arabic
University location: Babylon
First pages:
Abstract: يهدف البحث الى معرفة فاعلية استراتيجية بوست وبرينان في التحصيل مادة الجغرافية وتنمية التفكير التاملي لدى طلاب الصف الخامس الادبي، وتحدد بطلاب الصف الخامس الادبي في مركز محافظة كربلاء للعام الدراسي (2016 - 2017) . وقد صاغ الباحث الفرضيتان الصفريتان - لا يوجد فرق ذو دلالة احصائية عند مستوى دلالة (0,05) بين متوسط درجات طلاب المجموعة التجريبية الذين يدرسون مادة الجغرافية على وفق باستراتيجية بوست وبرينان وطلاب المجموعة الضابطة الذين يدرسون المادة نفسها على وفق الطريقة الاعتيادية في الاختبار التحصيلي. - لا يوجد فرق ذو دلالة احصائية عند مستوى دلالة (0,05) بين متوسط درجات طلاب المجموعة التجريبية الذين الذين يدرسون مادة الجغرافية على وفق استراتيجية بوست وبرينان وطلاب المجموعة الضابطة مادة نفسها على وفق الطريقة التقليدية في اختبار التفكير التاملي البعدي.وتكونت عينة البحث من (62) طالبا تم توزيعهم الى مجموعتين، مجموعة تجريبية من(31) طالبا درسوا باستراتيجية بوست وبرينان، ومجموعة ضابطة تكونت من(31) طالبا درسوا بالطريقة الاعتيادية.تم اجراء التكافؤ بين المجموعتين بمتغيرات (العمر الزمني محسوبا بالشهور، الذكاء، التحصيل في الجغرافية للعام الدراسي 2017 الكورس الاول، التفكير التاملي، التحصيل الدراسي للوالدين).واعد الباحث اداتين، الاولى اختبار تحصيلي تكون من (40) فقرة من نوع اختيار من متعدد ججو(10) فقرات من نوع الاختبارات المقالية، وتم التحقق استخراج صدقهواثباتها ، والقوة التمييزية، والاخرىو اعد الباحث اخبارا للتفكير التاملي تكون من (40) فقرة، وايضا تحقق من صدقهواثباتها وتم للاختبارين ، كافة اجراء الخصائص السايكرومترية .استعمل الباحث ،( tets) لعينين مستقلتين ومعامل ارتباط بيرسون، ومعادلات الصعوبة والسهولة والقوةالتمييزية وحجم الاثر في معالجة البيانات احصائيه فاظهرت النتائج الاتية.1. يوجد فرق ذو دلالة احصائية عند مستوى دلالة (0,05) بين متوسط درجات طلاب المجموعة التجريبية الذين يدرسون مادة الجغرافية على وفق باستراتيجية بوست وبرينان وطلاب المجموعة الضابطة الذين يدرسون المادة نفسها على وفق الطريقة التقليدية في الاختبار التحصيلي.2. وجد فرق ذو دلالة احصائية عند مستوى دلالة (0,05) بين متوسط درجات طلاب المجموعة التجريبية الذين الذين يدرسون مادة الجغرافية على وفق استراتيجية بوست وبرينان وطلاب المجموعة الضابطة مادة نفسها على وفق الطريقة التقليدية في اختبار التفكير التاملي البعدي.الاستنتاجات : في ضوء النتائج التي اسفر عنها البحث الحالي امكن التوصل الى الاستنتاجات الاتية : 1. فاعلية استراتيجية بوست وبرينان في رفع مستوى التحصيل الدراسي بالموازنة مع الطريقة الاعتيادية.التوصيات1. اعتماد كل من استراتيجية بوست وبرينان عند اعداد المنهاج او الدليل لمدرسي الجغرافية.المقترحاتفي ضوء اهداف هذه الدراسة والنتائج التي توصلت اليها، واستكمالا بها يقترح الباحث اجراء المزيد من البحوث والدراسات في المجالات الاتية : 1. استقصاء اثر كل من استراتيجية بوست وبرينان في تدريس الجغرافية على تنمية انواع اخرى من التفكير، مثل التفكير الناقد، والتفكير الابتكاري، ومهارات حل المشكلات | The aim of the research is to identify the effectiveness of both the Post and Brennan strategy in the collection of geography And contemplative thinking among students in the fifth grade literary, and identified students of the fifth grade literary in the center of Karbala province for the academic year (2016 - 2017).The sample consisted of (62) students who were divided into two groups, an experimental group of (31) students studied the Post and Bryan strategy, and a control group consisting of (31) students studied in the traditional way.The equivalence between the three groups was carried out by variables (age, intelligence, achievement in geography for the first year 2017, Meditation thinking, parental achievement).The researcher prepared two tools : the first is the achievement test which consists of (40) multiple paragraphs and (10) paragraphs of the article. The tests of honesty, consistency, difficulty, ease, excellence and veracity of the vertebrae were performed. The second tool is a test of contemplative thinking consisting of 40 paragraphs. Cytometry.The researcher used the analysis of mono - variance, Schiffe test, tee test, Pearson correlation coefficient, equations of difficulty, ease, differentiation, magnitude of effect, as well as Excel program as statistical means.Research hypothesis - There is no significant difference at the level of significance (0,05). Between the average scores of the experimental group who studied the Post Brennan strategy and the control group students who studied the conventional method in the test. - There was no statistically significant difference at the mean (0.05) between the average scores of the experimental group who studied the Post Brennan strategy and the control group students who studied the traditional method in the tribal meditative test.ConclusionIn the light of the results of the current research, the following conclusions were reached : 1 - The effectiveness of the Post and Brennan strategy in raising academic achievement compared to the traditional method.the level of 2 - Teaching the Post and Prinan strategy leads to the students' awareness of the importance of the subjects and their relevance to their lives, which helped overcome the difficulty and dryness of the material, and their enjoyment of studying the subject and benefiting them continuously while recognizing the importance of geography and its value.3 - Teaching with the Post - Brennan Strategy Encourage students during learning situations to learn the learning content of a specific unit, to perform activities with enthusiasm, effectiveness, and to achieve sound results, to record, discuss and review them; to make sure they are correct before they are presented to the teacher.Recommendations1 - The need to focus on teachers by the directorates of provincial education using strategies based on structural philosophy, which contribute effectively to the development of different thinking skills, especially contemplative thinking, and the practice of investigation and discovery in different situations.2 - Work on the training of geographical teachers by the directorates of training in the provinces on the use of modern strategies in teaching based on the ideas of structural theory, including the strategy of Post and Prín.3 - Adopting both the Post and Brennan strategy when preparing curricula or a guide for geography teachers.SuggestionIn the light of the objectives of this study and its findings, and supplemented by the researcher proposes to conduct further research and studies in the following areas.1 - Investigating the impact of the Post and Brennan strategy in teaching geography on the development of other types of thinking, such as critical thinking, creative thinking, and problem solving skills.2 - Effectiveness of the Post and Brennan strategy in the achievement of the geography of middle school students in developing their attitudes toward the material.3 - Effectiveness of the Post and Brennan strategy in the collection of geography and the development of geographical thinking and social skills among middle school students.4 - The effectiveness of teaching using the strategy of learning in the development of the development of the skills of students in the preparatory stage in the geography and their preference for knowledge

فاعلية مهارات التفكير عالي الرتبة في تحصيل طلاب الصف الخامس الادبي في مادة الجغرافية واشتبقائها == The effectiveness of high level thinking skills in the achievement of students in the fifth grade in geography and its retention

Author name: قيص شاكر كريم الجبوري
Supervisor name: جنان مرزة حمزة | علي جبار عبد الله
General topic: Educational Sciences
Specific topic: Methods of Teaching Social Sciences
Degree: Master
University: University of Babylon - Faculty Of Basic Education - Department Of Social Teaching Methods
Language: Arabic
University location: Babylon
First pages:
Abstract: The aims of current research is to identify : (the effectiveness of high - level thinking skills in the achievement of fifth literary grade students in geography and its retention.To achieve the goals of the research, the researcher has set up the following : two zeros hypotheses1 - There is no difference with statistical significance at the level of (0.05) between the average score achievement of the students of the experimental group, who study natural geography according to high - level thinking skills and the average score of students of the control group who study the same material in the traditional way in the test.2 - There is no difference with statistical significance at the level of (0.05) between the average score of the experimental group students who study natural geography according to high - level thinking skills and the average score of control group students who study the same material in the traditional method in the retention test.In order to verify the validity of these hypotheses, the researcher conducted an experiment that lasted a full semester (eight weeks). The experimental design was chosen with partial control (for the experimental and control groups). The research was limited to the fifth grade students in one of the schools of the General Directorate of Education in Babil Governorate (61) students with (31) students for the experimental group and (30) students for the control group. In the same way, the researcher chose (A) to represent the experimental group ,whose students studied using the independent variable, high - level thinking skills and (b) to represents the control group whose students studied in the traditional way, which did not face any independent variable. The researcher conducted a parity between the students of the two groups (experimental and control) in the following variables : (ageAcounted by months, educational level for parents, grades of geography in the test at end of the first course for the year (2016,2017), the previous information test scores,and the Danels test scores. After that ,the material was appointed which will be studied during the course of the experiment, last three chapters of the geography book to be taught for the fifth grade for the academic year 2016 - 2017The researcher formulated the behavioral objectives which amounted to (100) behavioral objectives for the subjects to be taught during the specified period which started on Monday (20/2/2017) and ended on Thursday (20/4/2017)The researcher prepared teaching plans (23 for each group) for the subjects to be taught during the duration of the experiment. The researcher presented two teaching plans to a selection of arbitrators and specialists to determine their validity. He taught the two research groups during the period of the experiment which lasted 8 weeks. After Experiment was over , the researcher prepared (a research tool), which was a final collection test for the two groups of research in the field of geography, consisting of (50) items (40) objective items of the multiple choice type and (10) paragraphs .The validity of contents and form were counted, the difficulty factor , the power of excellence and the effectiveness of wrong alternatives . The stability of the test was achieved in two ways : the first method (the midterm split) with the stability coefficient and after the correction by the Spearman - Brown equation The same test was repeated on both groups after 14 days on the test. The appropriate statistical methods were used. After the researcher applied the tests after the end of the teaching period. The results were statistically analyzed using the T - test for two independent samples. And the difference was statistically significant at the level ofBsignificance (0,05). In light of this result, the researcher recommended several recommendations : 1 - It is necessary to involve teaching staff in training courses outside the country.2 - Bring a high technology equipment from outside Iraq to develop educational institutions.3 - Exchange experiences with countries that have experiences in the development of thinking and skills to be able to benefit from these experiences in the development of curricula and teaching methods.4 - The general directorate of training in the ministry of education has to conduct an extended training courses to train teachers on the use of modern methods of teaching especially high - level thinking skills to achieve the desired educational goals.The researcher suggested the following : 1 - Conduct a similar study for the current study in other subject.2 - Conduct a similar study for the current study in other study stage.3 - Conducting the study of the effectiveness of teaching thinking skills of high - grade in the collection of geography and the development of creative thinking among students in the fifth literary grade.

فاعلية تدريس انموذج انتوستل في تحصيل مادة تاريخ الحضارة العربية الاسلامية لدى طلاب الصف الرابع الادبي == Effectiveness of teaching the Antostel model in the collection of the material of the history of the Arab Islamic civilization among the fourth grade students

Author name: سلام علي عباس الجرياوي
Supervisor name: محمد حميد مهدي المسعودي | عباس كريم عبد الخفاجي
General topic: Educational Sciences
Specific topic: Methods of Teaching Social Sciences
Degree: Master
University: University of Babylon - Faculty Of Basic Education
Language: Arabic
University location: Babylon
First pages:
Abstract: يهدف البحث الحالي التعرف الى : ( فاعلية انموذج انتوستل(Entwistle )في تحصيل مادة تاريخ الحضارة العربية الاسلامية لدى طلاب الصف الرابع الادبي) ولغرض التحقق من ذلك وضع الباحث الفرضية الصفرية الاتية : ا ـ لا يوجد فرق ذو دلالة احصائية عند مستوى دلالة (05ʼ 0) بين متوسط درجات تحصيل طلاب المجموعة التجريبية الذين يدرسون مادة تاريخ الحضارة العربية الاسلامية على وفق انموذج انتوستل( Entwistle ),ومتوسط درجات تحصيل طلاب المجموعة الضابطة الذين يدرسون المادة نفسها بالطريقة التقليديةفي الاختبار التحيلي0 ولتحقيق هدف البحث اختار الباحث التصميم التجريبي (ذا الضبط الجزئي ) لمجموعتين, الاولى (تجريبية) ،والثانية (الضابطة ),وقد تم اختيار عينة البحث ( اعدادية القاسم للبنين )بطريقة عشوائية من مجتمع البحث الذي تمثل بطلاب المدارس الثانوية والاعدادية النهارية في محافظة بابل / قضاء القاسم ,ووجد فيها شعبتين ( ا , ب ) بمجموع (64) طالبا ,واختار عشوائيا شعبة ( ا ) لتمثل المجموعة الضابطة البالغ عدد طلابها (32 ) طالبا , وشعبة (ب ) لتمثل المجموعة التجريبية البالغ عدد طلابها (32 )طالبا , وقد كافا الباحث احصائيا بين مجموعتين في المتغيرات الاتية : ( العمر محسوبا بالشهور , التحصيل الدراسي للابوين , التحصيل الدراسي للفصل الاول في مادة تاريخ الحضارة العربية الاسلامية , اختبار الذكاء ) فضلا عن ضبط المتغيرات الاخر من اجل سلامة البحث , وحددت المادة العلمية بالفصلين الاخيرين من كتاب تاريخ الحضارة العربية الاسلامية للصف الرابع الادبي (ط1 ,1436 هـ / 2015 م ), قام الباحث بصياغة الاهداف السلوكية وبلغ عددها (110 ) اهداف سلوكية فضلا عن ذلك اعد الخطط التدريسية اليومية للمجموعتين التجريبية والضابطة كلتيهموابعد عرضها على مجموعة من الخبراء والمتخصصين تم اجراء التعديلات المناسبة عليها . ولغرض قياس تحصيل طلاب مجموعتي البحث في الموضوعات التي درسها الباحث ,لهذا اعد اختبارا تحصيليا مكون من (50 ) فقرة ,(40 ) فقرة موضوعية من نوع الاختبار المتعدد و(10 ) فقرت مقاليه , وقد تم حساب صدقه وثباته , طبق الباحث الاختبار التحصيلي على طلاب مجموعتي البحث لقياس تحصيل الطلاب في مادة تاريخ الحضارة العربية الاسلامية . وتم تطبيق التجربة في الفصل الدراسي الثاني للعام الدراسي ( 2016 / 2017 م )اذ كانت بداية التدريس الفعلي يوم الخميس الموافق ( 2/ 3 / 2017 م ) ونهايته يوم الاحد الموافق (2 / 5 / 2017 م) , اي استغرقت التجربة (8 ) اسابيع وبواقع ثلاث حصص اسبوعيا لكل مجموعة ,واستعمل الباحث في تحليل البيانات واستخراج النتائج الوسائل الاحصائية المناسبة ابرزها الاختبار التائي (test ـ T ) لعينتين مستقلتين ,ومعامل ارتباط بيرسون ,ومربع كاي (كا2 ),ومعادلة معامل الصعوبة للفقرات الموضوعية ومعادلة معامل الفقرات المقالية ,ومعادلة فعالية البدائل الخاطئة 0 بعد استعمال الاختبار التائي (test ـ T ) في معالجة البيانات الاحصائية , اظهرت النتائج تفوق طلاب المجموعة التجريبية الذين درسوا على وفق انموذج انتوستل ( Entwistle ) على طلاب المجموعة الضابطة الذين درسوا على وفق الطريقة التقليدية 0وفي ضوء نتائج البحث الحالي توصل الباحث الى مجموعة من الاستنتاجات تمثلت فيما ياتي : 1 . ان استعمال انموذج انتوستل في تدريس مادة تاريخ الحضارة العربية الاسلامية ينسجم مع متطلبات التربية.2 . ان انموذج انتوستل يساهم في توجيه سير عملية التعليم الى الاهداف المرسومة بصورة صحيحة كونه ينظم البيئة الصفية التعليمية للطلاب.التوصيات : وفي ضوء نتائج البحث اوصى الباحث بضرورة استعمال انموذج انتوستل في تدريس مادة التاريخ لما له اثر ايجابي في رفع مستوى التحصيل لدى الطلاب ,فضلا عن ذلك ضرورة ان تضمين مقرر طرائق تدريس العلوم الاجتماعية في كليات التربية والتربية الاساسية الى نماذج ومنها انموذج انتوستل. مقترحات : وكذلك اقترح الباحث باجراء دراسات مماثلة لبيان فاعلية انموذج انتوستل في المتغيرات اخر ولمراحل دراسية اخرى وعلى الجنسين كليهمواكذلك اجراء دراسات مقارنة بين انموذج انتوستل مع نماذج تدريسية اخر في تحصيل الطلاب. | The present research aims to identify : (the effectiveness of the( Entwistle) model in the collection of subject the history of Islamic civilization in fourth grade students) for purpose of verifying this the researcher put hypothesis is zero : _ There is no statistically significant difference at( 0.05) level between the average score of students of the experimental group who studies subject history of Arab Islamic civilization according to the model of Entwistle and the average degrees of achievement of the students of the adjustment group who study the same subject in the traditional method And to achieve the objective of the research the researcher chose the experimental design (with partial control) for two groups the first (is experimental) and the second (is the adjusting) and has been chosen the sample al( Qassem for boy reparatory) at random way of the research community which represents students of secondary schools and reparatory day in governorate of Babil province al Qasim and found in which two division (A and B) with a total of (64 student), and chosen randomly division( A) to represent the adjustment group which is the number of the students ( 32 student) and division(B) to represent the group experimental which is the number of the students (32 student), the researcher was statistically compensated between two groups in the following variables (Age calculated at months, educational attainment to parents, Academic achievement of the first chapter in the history of Islamic Arab civilization, Intelligence test) As well as adjusting other variables for the integrity of the search, and the scientific article identified the last two chapters of the book history of Islamic civilization for the fourth literary grade(2015 AD /1436 AH ,ED1),The researcher formulated the behavioral goals and reached (110) behavioral goals as well as prepared daily plans for both groups experimental and the adjustment and after the presentation to group of experts and specialists have been making appropriate adjustments. In order to measure the achievement of the students of the two research groups in the subject studied by the researcher, for this He prepared collection test consisting of (50) paragraphs ,(40) thematic paragraphs of the type of multiple test and (10) paragraph of the article, and has been calculated honesty and stability. The researcher applied the achievement test on the students of the two research groups to measure the students achievement in the history of Arab Islamic civilization. The experiment was applied in the second chapter of the academic year(2016/2017 AD)as the actual teaching began on Thursday (23/2/2017 AD) and its end Sunday(23/4/2017 AD), which lasted (8) weeks and three weekly sessions for each group, IN the analysis of the data and the extraction of the results the appropriate statistical methods .The most prominent of which is the (T - test) of two independent samples ,The Pearson correlation coefficient, and the (ka 2), and the coefficient of the difficulty of the thematic paragraphs and equation coefficient paragraphs articular ,equation effectiveness of the wrong alternatives. After the using of the (T - test) in the processing of statistical data, the results were more than the results of the experimental group who studied according to the (Entwistle) model on the students of the group adjustment students who studied according to the traditional method .In the light of the current research results, The researcher reached a number of conclusions : 1 - The using of the Entwistle model in the teaching of the history of Arab Islamic civilization is in line with the requirements of education. 2 - Entwistle model contributes to directing the process of education to the goals set out correctly asit organizes the classroom environment for students. IN the light of the results of the research ,The researcher recommended the using of the Entwistle model in the teaching of the history because of it is positive impact in raising the level of achievement among students. Moreover, The need to include the curriculum of the methods of teaching social sciences in the faculties of education and basic education to models including Entwistle model. The researcher also suggested conducting similar studies to demonstrate the effectiveness of the Entwistle model in other variables and other stages of study and on both sexes as well as conducting comparative studies between the Entwistle model and other teaching models in student achievement.

تحليل اسئلة كتب التاريخ للمحلة الاعداية على وفق مهارات التفكير التباعدي ومقترحات لتطويرها == Analysis of the questions of the history books of the preparatory stage according to the Divergent Thinking skills and suggestions to develop them

Author name: اثير حمزة خليل
Supervisor name: حيدر حاتم فالح العجرش | محمد ضايع حسون الجبوري
General topic: Educational Sciences
Specific topic: Methods of Teaching Social Sciences
Degree: Master
University: University of Babylon - Faculty Of Basic Education
Language: Arabic
University location: Babylon
First pages:
Abstract: This research is aim to analysis the question of the secondary schools' history text - books . It according to the skills of Divergent thinking and suggestions to Develop them In order to achieve that the researcher starts to study some of the studies that belong to the thinking and its skills .he prepare a list about the Divergent skills which makes from major and minor skills. They are nineteenth's skills . then he presents them to many experts and specializes' text - books and studying methods teacher social and psychological education in order to give views and notices on them .In term of that , some paragraphs omitted added others as well as made correctional until completing the research in to the final from to the list of divergent thinking.The researcher began to analysis the questions of the end chapter in the history ' books the High Schools according to the Divergent thinking.To ensure that the reliability of the analysis , the researcher used analysis through the time with himself and by helping from other analyzers and by using Cooper equation , the coefficient of stability between the researcher and himself gets (92.5% )and between researcher and the first analyzer (86.79%) and between the researcher and second analyzer(83.01) and between the first analyzer and the second analyzer (84.90%).The research used the repetitions and percentages of the thinking : skills and divergent to get the result . the research's results as a follow the highest skill checked in the history text - book at the end of the chapters, the skill (sensitivity of problems) about (34) repetitions that means (22.97%) then the Ideational Fluency about (32) repetitions that means(21.62%) then skill of (Elaboration) (28) repetitions with (18.91%) then the skill of (finding solutions) about (18) repetitions about (12.16%) then skill of the (mental continuity) with (11) repetitions about(7.43%) then the skill of Time our careful in dealing with ambiguity with (6) repetitions with percentage reached (4.05%) with percentage reached (3.42%) then the skill of careful in dealing with spontaneous flexibility taking with (5) repetitions with percentage reached (3.37%) after that the following skills that reached (4) repetitions with percentage (2.70%) : (adaptive flexibility and historical time continuity ) while the skill which checked (2) repetitions and (1.35%) percentage is the skill of (imagination) the skill which checked one repetition and percent (0.67%) are imaginative continuity, logical continuity, focusing and transformation )the skills that does not check any repetitions that means the repetitions are (zero) with (zero%) percentage the skills of (word fluency, associational fluency, expressional fluency, figural fluency, and originality )In term of the results of the research, the researcher makes some conclusions, recommendations and suggestions

اثر استراتيجية خرائط العقل في اكتساب المفاهيم الجغرافية والاحتفاظ بها لدى طلاب الصف الاول المتوسط == The Impact of Strategy Maps of The Mind In The Acquisition of Geographical Concepts and Retention Among Students In The First Grade Intermediate

Author name: احمد صالح حسين عبد
Supervisor name: مهدي جادر حبيب ال ناجي | سعد عبد الرزاق محسن
General topic: Educational Sciences
Specific topic: Methods of Teaching Social Sciences
Degree: Master
University: University of Babylon - Faculty Of Basic Education
Language: Arabic
University location: Babylon
First pages:
Abstract: يهدف البحث التعرف الى ( اثر استراتيجية خرائط العقل في اكتساب المفاهيم الجغرافية والاحتفاظ بها لدى طلاب الصف الاول المتوسط ) , ومن اجل التحقق من ذلك صاغ الباحث الفرضيتين الصفريتين الاتيتين : - 1 - ليس هناك فرق ذو دلالة احصائية عند مستوى (0,05 ) بين متوسط درجات طلاب المجموعة التجريبية الذين يدرسون مادة الجغرافية العامة للصف الاول المتوسط باستعمال استراتيجية خرائط العقل , ومتوسط درجات طلاب المجموعة الضابطة الذين يدرسون المادة نفسها بالطريقة الاعتيادية في اختبار اكتساب المفاهيم الجغرافية .2 - ليس هناك فرق ذو دلالة احصائية عند مستوى ( 0,05 ) بين متوسط درجات طلاب المجموعة التجريبية الذين يدرسون مادة الجغرافية العامة للصف الاول المتوسط باستعمال استراتيجية خرائط العقل , ومتوسط درجات طلاب المجموعة الضابطة الذين يدرسون المادة نفسها بالطريقة الاعتيادية في اختبار الاحتفاظ بالمفاهيم الجغرافية .وللتحقق من ذلك اختار الباحث تصميما تجريبيا ذا ضبط جزئي , وكان اختيار العينة عشوائيا فوقع الاختيار على ثانوية المجد للبنين التابعة الى مديرية تربية كربلاء المقدسة لتكون عينة البحث , اذ بلغ عدد طلاب الصف الاول المتوسط ( 63 ) طالبوابواقع ( 32 ) طالبا في المجموعة التجريبية و( 31 ) طالبا في المجموعة الضابطة .قام الباحث باجراء التكافؤ بين طلاب مجموعتي البحث في متغيرات ( العمر الزمي محسوبا بالشهور , واختبار الذكاء , ودرجات مادة الجغرافية العامة في اختبار الكورس الدراسي الاول للعام الدراسي 2016 - 2017 , والتحصيل الدراسي للاباء والامهات.وبعد تحديد المادة العلمية , المتمثلة بموضوعات الفصول الثلاث الاخيرة وهي (الخامس , السادس , السابع ) من كتاب مبادئ الجغرافية العامة للصف الاول المتوسط للعام الدراسي 2016 - 2017 .حدد الباحث ( 20 ) مفهوما جغرافيا , و( 60) هدفا سلوكيا للفصول الثلاث , وعرض الاهداف والمفاهيم ونماذج من الخطط التدريسية على مجموعة من الخبراء والمختصين في طرائق تدريس الاجتماعيات والجغرافية وعلم النفس التربوي والقياس والتقويم.واعد الباحث اختبارا مفاهيميا لبيان مدى اكتساب الطلاب للمفاهيم الجغرافية , اذ تكون الاختبار من (60) فقرة اختبارية من نوع الاختيار من متعدد , وفق عمليات قياس اكتساب المفاهيم الثلاث ( تعريف , تمييز , تطبيق ) كنواتج تعليمية معبرة عن قياس اكتساب المفاهيم , وتم التاكد من صدقه من خلال عرضه على مجموعة من الخبراء والمتخصصين في مجال طرائق التدريس وكذلك ثباته تم التاكد من ثبات الاختبار عن طريق التجزئة النصفية , بلغت (0,96) وتم تصحيح معامل الثبات باستعمال معادلة سبيرمان براون وكان معامل الثبات ( 0,98 ) وهو معامل ثبات جيد جدا . درس الباحث مجموعتي البحث بنفسه في اثناء مدة التجربة التي استمرت فصلا دراسيا كاملا , وبعد انتهاء التجربة طبق الباحث اختبار اكتساب المفاهيم الجغرافية على طلاب مجموعتي البحث وبعد مرور اسبوعين طبق الباحث الاختبار نفسه مرة اخرى على طلاب مجموعتي البحث لقياس مدى الاحتفاظ بالمفاهيم الجغرافية لدى طلاب مجموعتي البحث واستعمل الباحث الوسائل الاحصائية ( الاختبار التائي لعينيتين مستقلتين , مربع كاي , معامل الصعوبة , معامل قوى تمييز الفقرات , معامل ارتباط بيرسون , معامل ارتباط سبيرمان براون التصحيحية ) وتوصل الباحث الى النتائج الاتية : 1 - وجود فرق ذو دلالة احصائية عند مستوى دلالة ( 0,05 ) بين متوسط درجات طلاب المجموعة التجريبية الذين يدرسون مادة مبادئ الجغرافية العامة وفق استراتيجية خرائط العقل ومتوسط درجات طلاب المجموعة الضابطة الذين يدرسون بالطريقة الاعتيادية في نتائج اختبار اكتساب المفاهيم الجغرافية ولصالح طلاب المجموعة التجريبية .2 - وجود فرق ذو دلالة احصائية عند مستوى دلالة ( 0,05 ) بين متوسط درجات طلاب المجموعة التجريبية الذين يدرسون مادة مبادئ الجغرافية العامة وفق استراتيجية خرائط العقل ومتوسط درجات طلاب المجموعة الضابطة الذين يدرسون بالطريقة الاعتيادية في اختبار الاحتفاظ بالمفاهيم الجغرافية ولصالح طلاب المجموعة التجريبية .وفي ضوء تلك النتائج توصل الباحث الى استنتاجات الاتية : - 1 - ان استراتيجية خرائط العقل تعمل على ترسيخ المعلومات وتثير التفكير وتسهل عملية التعلم لدى طلاب الصف الاول المتوسط في مادة الجغرافية .2 - استعمال استراتيجية خرائط العقل ساعد على رفع مستوى اكتساب الطلاب للمفاهيم الجغرافية وتنظيم عملية تدريسها بطريقة متسلسلة ومتكاملة .3 - ان استعمال استراتيجية خرائط العقل اعطت لطلاب المرحلة المتوسطة القدرة على ابراز الافكار الرئيسة والثانوية للمادة الدراسية مما ساعد في اكتساب المفاهيم الجغرافية والاحتفاظ بها . | The aim of this research is to identify (the effect of strategy maps of the mind in the acquisition of geographical concepts and retention of students in the first grade intermediate), and in order to verify that the researcher formulated the following hypotheses : 1. There is no statistically significant difference at the level of (0.05) between the average score of students who study the general geography of the first grade average using the strategy of mind maps, and the average grades of students who study the same material in the usual way to acquire geographical concepts.2. There is no statistically significant difference at (0.05) between the average grade of students studying the general geography of the first grade average using the strategy of mind maps, and the average scores of students who study the same subject in the usual way to retain geographical concepts.In order to verify this, the researcher chose a experimental design with partial adjustment. The random selection of the sample was the selection of Al - Majd secondary school for boys belonging to the Directorate of Education of Karbala. The number of students in the first grade was 63 students and 32 students in the experimental group And 31 students in the control group.The researcher conducted an equivalence between the students of the two research groups in several variables (age calculated by months, IQ test and grades of geography in the first semester test for the 2016 - 2017 academic year, the academic achievement of the parents and the academic achievement of the mothers.After the identification of the scientific material, the subjects of the last three chapters (V, VI, VII) of the book of principles of general geography for the first grade intermediate for the academic year 2016 - 2017.The researcher defined the objectives and concepts and the model of the teaching plans on a group of experts and specialists in the methods of teaching social, geographical, psychology, measurement and Arabic language.The researcher has prepared a conceptual test to demonstrate the extent to which students acquire the concepts of geography. The test consists of (60) test pieces of the type of multivariate test, according to the measurement of the acquisition of the three concepts (definition, recognition, application) , And was verified his sincerity and stability.After two weeks, the researcher applied the same test again to the two research groups to measure the extent of retention of concepts among the students of the two research groups and the researcher used statistical means ( Independent testing of two independent eyes, the Kai square, the coefficient of difficulty, the coefficient of vertebrates, the Pearson correlation coefficient, the Spearman test factor, and the correct correlation coefficient of Spearman Brown).The researcher reached the following results : - There is a statistically significant difference at the level of significance (0.05) between the average score of the students of the experimental group who study the principle of general geography according to the strategy of mind maps and the average score of the control group students who study the traditional method in the results of the test of acquisition of geographical concepts and for the benefit of the experimental group. - There is a statistically significant difference at the level of significance (0.05) between the average score of the students of the experimental group who study the general principles of geography according to the strategy of the maps of the mind and the average score of the control group students who study the traditional method in the test of retention of geographical concepts and for the benefit of the experimental groupIn light of these findings, the researcher reached several conclusions, including : 1. maps of the mind works to consolidate information and stimulate thinking and facilitate the process of learning among students in the first grade intermediate in geography.2. The use of mind maps gives middle school students the ability to highlight the main and secondary ideas of the subject matter and the ability to acquire and retain concepts.The researcher recommends a number of recommendations1. Teaching students, especially students of colleges of education on how to apply modern methods in teaching, including maps of the mind.2. Include the curricula of the geography of the prescribed for students in colleges of education and steps to build maps of the mind and training on how to prepare.3. Conducting a study aimed at identifying the effect of mind maps in other dependent variables other than acquisition and retention, such as collection and the development of critical thinking and other variables.4. Apply the study of mind maps on other study materials

اثر استراتيجية الاثارة العشوائية في تحصيل مادة الجغرافية وتنمية التفكير الابداعي لدى طالبات الصف الخامس الادبي == The Impact Of Random Excitation In The Collection Of Geographical Material And The Development Of Creative Thinking Strategy Students Fifth Grade Literary

Author name: رواء فاضل عبد العادلي
Supervisor name: محمد كاظم منتوب الحمداني | سعد عبد الرزاق محسن
General topic: Educational Sciences
Specific topic: Methods of Teaching Social Sciences
Degree: Master
University: University of Babylon - Faculty Of Basic Education - Department Of Educational And Psychological Sciences
Language: Arabic
University location: Babylon
First pages:
Abstract: يهدف البحث الحالي التعرف على اثر استراتيجية الاثارة العشوائية في تحصيل مادة الجغرافية وتنمية التفكير الابداعي لدى طالبات الصف الخامس الادبي ولتحقيق ذلك وضعت الباحثة الفرضيتين الصفريتين الاتيتين : - 1ـ ليس هناك فروق ذات دلالة احصائية عند مستوى (0.05) بين م | The current research aims to identify the impact of random excitation in the collection of geographical material and the development of creative thinking among students of fifth grade literary strategy To achieve this, the researcher developed hypotheses Elsafreeten following cases : - 1 - There are no statistically significant differences at the level of significance (0.05) between the average scores of the experimental group students who were studying natural geographical strategy of excitement and random average score of the control group students who are studying the same material in the usual way in the collection.2 - There is no statistically significant difference at the level of significance (0.05) between the average scores of the experimental group students who were studying natural geographical strategy of excitement and random average score of the control group students who are studying the same material in the usual way in the development of creative thinking.The researcher adopted a determined empirically located in the experimental field designs with partial control and final test of the two sets of empirical research, one and the other officer.And the researcher Intentionally chose (Al - Khansa Junior high school) located in Hilla center, of the province of Babylon, and chose a random division manner (b) to represent the experimental group's number of her students (25 students) and division (a) to represent the control of a number of her students group (25) students as well.Equal researcher conducted among students of the two groups in the following variables (chronological age of the students measured in months, educational attainment of the parents, grades geographical substance in the test half a year for the academic year 2015 (2016), the pre - test creative thinking.Drafted a researcher (115) behaviorally target of the topics that will be examined during the probation period and prepared daily plans for the teaching of the two sets of research and offered two of them on the selection of arbitrators and professionals to learn their validity and relevance for students fifth grade literary.For the purpose of measuring the level of achievement of students and the extent of their ability to creative thinking researcher prepared a test dimensional learning consisted of (50) checksums paragraph 40 items, including multiple - choice and 10 paragraphs of the test pans type, has been testing the application on Sunday, 8/5/2016.Adopted researcher Mr. Khairallah test to measure the ability of creative thinking, has been testing the application before starting the experiment on Tuesday, 16/2/2016, and after the end of the experiment on Tuesday, 10/5/2016.As used researcher statistical means the following : T - Test for two independent samples, and Chi - square (Ca 2+), and Pearson correlation coefficient, and the coefficient of Spearman, and the equation of difficulty, discrimination coefficient, and the equation of the effectiveness of false alternatives, equivalent effect size, and after analyzing the results statistically significantThe study found the following results : 1 - There is no difference statistically significant at the level (0.05) between the average level students the experimental group and the average score of the control group students in achievement test posttest for the experimental group.2 - There is no difference statistically significant at the level (0.05) between the average level students the experimental group and the average score of the control group students in creative thinking test for the experimental group.In light of this the researcher concluded the following : 1 - The fifth grade students there will be among more interactive with the subject matter of the fact that this strategy of modern strategies that give way to express their opinions freely.2 - This strategy came two matching as recommended by most educational studies and psychology in its emphasis on the need to involve the students in the lesson.The researcher also emerged a number of recommendations including : 1 - Need to emphasize the importance of the use of teachers and teachers’ geographical material for a strategy of random excitation in the teaching of geography material, because of the positive impact in raising the students thinking, moving away from traditional methods of teaching.2 - Need to involve teachers and teachers of geography in the material development courses on how to set the strategy and applications. In light of the results came out the researcher proposals including : 1 - Further studies for teaching using random excitation in other stages of learning.2 - Conduct a comparative studies between the Strategy excitements random other strategy in the collection of geographical material and retention.
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اثر استراتيجية المتشابهات في اكتساب المفاهيم الجغرافية والاحتفاظ بها لدى طالبات الصف الثاني المتوسط == Effect Of Similarities In The Acquisition Strategy Of Geographical Concepts And Keep Them At The Second Grade Students Average

Author name: زينب علي حسين الطائي
Supervisor name: محمد حميد مهدي المسعودي | حسين وحيد عزيز الكعبي
General topic: Educational Sciences
Specific topic: Methods of Teaching Social Sciences
Degree: Master
University: University of Babylon - Faculty Of Basic Education - Department Of Educational And Psychological Sciences
Language: Arabic
University location: Babylon
First pages:
Abstract: The current research aims to identify : ((Trace similarities in the acquisition strategy of geographical concepts and retention of the female students in the second grade average))To achieve the goals of research and developed a researcher Elsafreeten following two hypotheses : 1 - There is no difference is statistically significant at the level (0.05) between the average level students the experimental group follows studying the Arab world geographic similarities material using strategy and the group score officer follows students studying geographical material according to ordinary method to test the acquisition of geographical concepts2 - There is no difference is statistically significant at the level (0.05) between the average score follows the experimental group students studying the use of similars strategy and the group score officer follows students studying according to ordinary method to test retention of geographical concepts To investigate, the researcher experimental design opted for a partial adjustment of the two groups (experimental and control) and chose the researcher randomly medium Badi girls among the middle schools and secondary day in Musayyib district within the province of Babylon, and reached the sample size (65 students) for the academic year (2015 - 2016) In the same way researcher Division chose (b) to represent the experimental group which were applied by the trial and the Sheba (c) to represent the control group taught the usual way. the researcher two students were excluded from the control group and three students from the experimental group for being Raspat last year in the geographical material and they possess the experience affect results research, rewarded researcher statistically between the two groups (experimental and control) in the variables measured in months of age, the collection of parents, prior knowledge test, test the acquisition of concepts, the IQ test, test retention After determining the scientific material and drafting purposes behavioral and prepare lesson plans, prepared by the researcher tested for the acquisition of geographical concepts and retention Test (are 60) paragraph of the type of test multiple, confirmed researcher of sincerity and persistence, and at the end of the application paragraph, which lasted an entire semester, re researcher test on the two sets of research for measuring the retention of geographical concepts in the minds of the students, and to learn significance of differences between the mean Find the two sets of grades used researcher Altaia test for two independent samplesAnd reached an outcome that : 1 - outweigh the students in the experimental group to the control group to test the acquisition of geographical concepts2 - outweigh the students in the experimental group students in the control group test retention geographical conceptsAmong the recommendations made by the researcher recommended : - The use of similars strategy in teaching students for the purpose of acquiring and retaining geographical concepts.2 - Training teachers of geography article on how to use the similarities in teaching strategy by holding courses and seminars around the usurious3 - Confirm the administrators geographical substance in their visit to the teachers of the article on the importance of using similars strategy in the teaching of students and geographical conceptsOne proposal suggested by the researcher : 1 - conduct a study to identify the effectiveness of the similarities in strategy last variables.2 - a study to compare the similarities and strategies for teaching strategy to acquire and retain geographical concepts.
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مدى توافر مهارات الاتصال غير اللفظية لدى تدريسي كلية التربية للعلوم الانسانية جامعة بابل من وجهة نظر الطلبة == The availability of non - verbal communication skills teaching at the Faculty of Education of the Human Sciences University of Babylon from the perspective of students

Author name: عدي جفات حمزة المرشدي
Supervisor name: حمدان مهدي عباس الجبوري
General topic: Educational Sciences
Specific topic: Methods of Teaching Social Sciences
Degree: Master
University: University of Babylon - College Of Education For Human Sciences - Department Of Educational And Psychological Sciences
Language: Arabic
University location: Babylon
First pages:
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بناء برنامج لتدريب مدرسي المواد الاجتماعية في المرحلة الثانوية اثناء الخدمة وفقا لنظرية هيلدا تابا == Constructing A Training Program for Social Subjects Teachers in the Secondary Stage, during the service, according to the theory of Hilda Taba

Author name: سهام حميد موسى
Supervisor name: فرحان عبيد عبيس
General topic: Educational Sciences
Specific topic: Methods of Teaching Social Sciences
Degree: Master
University: University of Babylon - College Of Education Safi Al-Din Al-Hilli - Department Of Educational And Psychological Sciences
Language: Arabic
University location: Babylon
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اثر نموذج تعليمي وفق النظرية البنائية (5E,S) في تحصيل تلاميذ الصف السادس الابتدائي في مادة الجغرافية وتنمية التفاعل الاجتماعي لديهم == The Effect of Using an Instructional Model of Contructivism Theory on Achieving Primary Sixth Class' Pupils in Geography and Developing Social Interaction

Author name: علي عبدالهادي شكر حمودي الزبيدي
Supervisor name: فاطمة عباس مطلك
General topic: Educational Sciences
Specific topic: Methods of Teaching Social Sciences
Degree: Master
University: University of Al Mosul - Faculty Of Basic Education - Department Of Special Education
Language: Arabic
University location: Mosul
First pages:

اثر استعمال الاستقصاء التعاوني في اكتساب المفاهيم الجغرافية والاتجاه نحو المادة لدى طلاب الصف الرابع الادبي == The Effect of Using Cooperative Inquiry In The Acquisition of Geographical Concepts And Attitude Toward Material Among tudents In The Fourth Grade Literary

Author name: علي حياوي عبد الحسين عنوز
Supervisor name: فرحان عبيد عبيس
General topic: Educational Sciences
Specific topic: Methods of Teaching Social Sciences
Degree: Master
University: University of Babylon - College Of Education For Human Sciences - Department Of Educational And Psychological Sciences
Language: Arabic
University location: Babylon
First pages:

اثر نموذج كمب في اكتساب المفاهيم التاريخية لدى تلميذات الصف الخامس الابتدائي وميلهن نحو مادة التاريخ == The Effect of Using (Comp) Model on the Acquisition of Historical Concepts

Author name: وسن عبدالله احمد الشلمه
General topic: Educational Sciences
Specific topic: Methods of Teaching Social Sciences
Degree: Master
University: University of Al Mosul - Faculty Of Basic Education
Language: Arabic
University location: Mosul
First pages:

اثر نموذج التعلم التوليدي في تحصيل تلاميذ الصف الخامس الابتدائي في مادة التاريخ وتنمية المهارات الاجتماعية لديهم == The Impact of Generative Learning Model on The Achievement of Primary Fifth Grade Pupils in History and Developing Their Social Skills

Author name: نواف عيسى حمود الطلاع
General topic: Educational Sciences
Specific topic: Methods of Teaching Social Sciences
Degree: Master
University: University of Al Mosul - Faculty Of Basic Education
Language: Arabic
University location: Mosul
First pages:

اثر استراتيجية التساؤل الذاتي في تنمية مهارات التفكير ما وراء المعرفي لدى تلاميذ المرحلة الابتدائية في مادة التاريخ

Author name: احمد محمود صالح عبدالله السبعاوي
General topic: Educational Sciences
Specific topic: Methods of Teaching Social Sciences
Degree: Master
University: University of Al Mosul - Faculty Of Basic Education
Language: Arabic
University location: Mosul
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