فاعلية التكامل بين استراتيجيتي التساؤل الذاتي والمتشابهات في التحصيل وتنمية مهارات التفكير الناقد لدي تلامذة الصف الرابع الأساسي في نادة الدراسات الاجتماعية: دراسة تجريبية في مدارس محافظة دمشق

الموضوعات

تربية وتعليم

روابط وملفات

التعريف والنوع

رقم الوثيقة

f1a94bd2-e3ad-465c-a101-0697cffe099a

رقم العقد

0

نوع الوسائط

Crawler

نوع المحتوى

الرسائل العلمية

صيغة المصدر

رسائل دكتوراة

نوع الملف

pdf text

أسماء الملفات

1958508_1.pdf

بيانات النشر

ترجمة العنوان

he Effectiveness of Integration between Self-questioning and Similars Strategies in the Achievement and Development of Critical Thinking Skills for Fourth Basic Grade Students in the Social Studies SubjectAn Experimental Study in First Cycle Schools of Basic Education Stage in Damascus Governorate

ألقاب المؤلفين

[{"name_ar":"جهان برهم الزعبي","title_ar":"اعداد","title_en":"Preparation"},{"name_ar":"طاهر سلوم","title_ar":"اشراف","title_en":"Supervision"}]

اللغة

Arabic

المصدر والدورية

اسم المصدر

فاعلية التكامل بين استراتيجيتي التساؤل الذاتي والمتشابهات في التحصيل وتنمية مهارات التفكير الناقد لدي تلامذة الصف الرابع الأساسي في نادة الدراسات الاجتماعية: دراسة تجريبية في مدارس محافظة دمشق

المحتوى والصفحات

عدد الصفحات

0

ترجمة الملخص

The purpose of this study was to explore the Effectiveness of integration between self-questioning and similars strategies in the achievement and development of critical thinking skills for fourth basic grade students in Social Studies subject. Anexperimental approach was undertaken in this study. The total number of participants was 98 in two primary schools in Damascus ( Alsamah bin Malik AL-Khawlany and kheir Aldeen Zarkali). The sample consisted of two groups: the experimental group (50) maleand female students who studied through integration between self-questioning and similars strategies and the control group (48) male and female students who studied through the strategy followed in education. In order to achieve research aims the following tools were used:-An analysis tool of the second unit of Social Studies book for fourth basic grade students.-An achievement test to measure students' achievement of cognitive aims of the second unit in Social Studies book which cover the six Bloom'slevels.-A critical thinking skills test to measure the effectiveness of the use of integration between the strategies of self-questioning and similarities in the development of critical thinking skills for fourth basic grade students.-Three training courses on some of the basic skills necessary for the application of self-questioning strategy.-An educational programme designed according to the integration between the strategies of self-questioning and similarities.The results or the research showed the following:1-Results relating to achievement: A high effect of the use of integration between the strategies of self-questioning and similars on students' achievement in the achievement test as a whole and in each level of Blooms' levels.The superiority in achievement of the experimental group who studied through the use of integration between the strategies of self-questioning and similars on the control group who studied through the strategy followed in education in all cognitive levels. A high effect of the followed strategy in the achievement test as a whole was found with statistically significant difference between the pre and immediate post-test in (knowledge, comprehension and applying) levels. Whereas, no statistically significant di Results2-relating to critical thinking skills:A high effect of the use of integration between the strategies of self-questioning and similars on developing critical thinking skills for students in the experimental group in the critical thinking test as a whole and in each skill.The superiority of the experimental group who studied through the use of integration between the strategies of self-questioning and similars on the control group who studied through the strategy followed in the critical thinking test as a whole and in each skill.A high effect of the followed strategy in the critical thinking test as a whole was found with statistically significant difference between the pre and immediate post-test in (forecasting assumptions and interpretation) skills. Whereas, no statistically significant difference in (presenting arguments, inference and conclusion) skills was found.fference in (analysis, synthesis and evaluation) levels was found. Results relating to the correlation between the achievement and critical thinking skillsA strong statistically significant relation was found between students' scores of the experimental group in both the total critical thinking test and the achievement test

كلمات الباحثين

التساؤل الذاتي, تلامذة الصف الرابع الأساسي, تنمية مهارات التفكير الناقد, مدارس محافظة دمشق

إشراف وإعداد

الإشراف

طاهر سلوم

الإعداد

جهان برهم الزعبي

الاقتباسات الببليوغرافية