أثر استراتيجية المتشابهات في تنمية التفكير المركب لدى طلاب الصف الثاني المتوسط في مادة قواعد اللغة العربية

الملخص EN

The present research aims to identify the effect of the strategy of the similarities in the development of composite thinking among the second grade students in the field of geography.

The partial experimental design of the experimental and control groups was selected.

The number of students in the study sample was 60 students.

They were divided into two experimental groups and 30 students in each group.

The students studied the experimental group according to the strategy of similarities, while the students of the control group studied according to the usual method.

Students of the experimental and control groups were rewarded with variables: (intelligence and age in months, previous student achievement in geography in the intermediate grade in geography, composite thinking test as well as parental achievement(.

A test of composite thinking was prepared (30).

A vertex test was carried out.

The validity of the test was verified by presenting it to experts and arbitrators in the field of pedagogy and teaching method).

Nine a daily teaching plan for the experimental group and the same for the control group.

The teaching plans of the experimental group were organized according to the strategic steps of the similarities and the teaching plans of the control group according to the usual method.

The experiment was applied in the first semester of the academic year (2017-2018).

Data were statistically treated by using t-test for independent and interrelated samples.

The results showed that the experimental group was better than the peers in the control group, which was studied in the usual way in the composite thinking test.

The research reached several recommendations, The present research aims to identify the effect of the strategy of the similarities in the development of composite thinking among the second grade students in the field of geography.

The partial experimental design of the experimental and control groups was selected.

The number of students in the study sample was 60 students.

They were divided into two experimental groups and 30 students in each group.

The students studied the experimental group according to the strategy of similarities, while the students of the control group studied according to the usual method.

Students of the experimental and control groups were rewarded with variables: (intelligence and age in months, previous student achievement in geography in the intermediate grade in geography, composite thinking test as well as parental achievement(.

A test of composite thinking was prepared (30).

A vertex test was carried out.

The validity of the test was verified by presenting it to experts and arbitrators in the field of pedagogy and teaching method).

Nine a daily teaching plan for the experimental group and the same for the control group.

The teaching plans of the experimental group were organized according to the strategic steps of the similarities and the teaching plans of the control group according to the usual method.

The experiment was applied in the first semester of the academic year (2017-2018).

Data were statistically treated by using t-test for independent and interrelated samples.

The results showed that the experimental group was better than the peers in the control group, which was studied in the usual way in the composite thinking test.

The research reached several recommendations, suggestions.