أثر تصميم (تعليمي-تعلمي)‎ وفقا لإستراتيجيات التعلم النشط في التفكير السابر عند طلبة الصف الخامس العلمي

الملخص EN

goal to build (teaching - learning) design according to active learning strategies and to identify its effect on the qualitative achievement of physics at the fifth-grade science students and their probe thinking.

To achieve the second goal of research, researcher formulated null hypotheses as following: •No statistically significant difference at the level of significance (0.05) between the average scores of the experimental group students who studied physics by(teaching -learning) design and the average scores of the control group students who studied by the traditional method (usual) on probe thinking scale.

To investigate the hypotheses selected sample was Selected intentionally by the researcher of preparatory Adhamiya male students of the (General Directorate for Educational Baghdad Rusafa / I) for the academic year (2014 - 2015).

Sample consisted of (73) students divided into two groups of (37) students in the experimental group studied by educational- learning design, and (36) students in the control group studied by the traditional method (usual), two groups have been equalization in the following variables (time age in month, the physics& Mathematics degree of the fourth grade average, Previous information in physics, probe thinking).

After prepared requirements research included (teaching-learning) design, selected the scientific subject, determine the physical concepts, the formulation of behavioral objectives, prepared teaching plans for the experimental & control groups, Preparing learning activities, and the working paper for the teacher and the student.

probe thinking scale composed of (45) items included (15) items measure understanding concept skills, and (15) that measure the application of information skills, and (15) to measure the skills of explanation of the principles ,by four alternatives (always, often, sometimes, never ) its psychometric properties was calculated.

Two research tools were applied; achievement test and probe thinking scale to the students of the two groups, after completion the study of Physics vocabulary book.

After analyzed the results used statistic equation (t-test) for two independent samples with equal number, the results showed: •There are statistically significant differences in favor of the experimental group to the control group in probe thinking scale, with large size effect.