أثر استراتيجية المقهى العالمي في التفكير المنتج عند طلاب الصف الأول المتوسط

الملخص EN

To achieve the goal of the research, the researcher relied on the semi-experimental design with partial control, and the research community identified middle-grade students in government middle and secondary schools in the mechanics neighborhood of the General Directorate of Education Baghdad / Karkh-2 for the academic year (2019-2020) was chosen medium martyr Othman Al-Ubaidi For boys intentionally for their students to be the sample of the research, then two divisions were chosen for the first average randomly out of five people to represent one experimental group and the other the control group, and the research sample reached (64) students by (30) students an experimental group that is taught according to the strategy of the global cafe and (34) called a control group that studies according to the usual method.

A tool has been prepared for the research, which is the test of productive thinking, as it was adopted from the thesis (Hilal, 2018) as it consists of two areas, the field of critical thinking, which consists of (15) paragraphs distributed on five skills for each skill (3) Attitudes and the field of creative thinking that consists From (9) positions distributed on three skills for each skill (3) paragraphs, the validity of the tool was verified after presenting it to a group of arbitrators, as the consistency of the internal consistency was calculated on an exploratory sample for a test of productive thinking, the following equations were used (t-test equation, alpha-kronbach equation) Cooper formula, effect size equation).

Productive thinking test was applied on Thursday 16/1/202 0, students of the two research groups, the following results were shown:- 1.

There is a statistically significant difference at the level (0.05) between the average scores of students of the experimental group that are taught in accordance with the global cafe strategy and the average scores of students of the control group that are taught according to the usual way in the test of productive thinking.

2.

The presence of a positive effect of the global café strategy on improving productive thinking for middle school first graders compared to the usual method.Accordingly, the researcher made a number of recommendations:- 1.

Direct the teachers ’interest in their teaching to develop productive thinking for their students in a way that enables the transfer of this thinking from the classroom to the practical life.

2.

Interest in including chemistry curricula, especially in the intermediate stage, on questions that measure productive thinking and help them to develop thinking for students.

3.

Holding training courses to train chemistry teachers for the various stages on using the global cafe strategy in teaching chemistry, for their effectiveness in productive thinking.