أثر استراتيجية التعلم القائم على الاستبطان في مهارات التفكير الناقد عند طلاب الرابع العلمي في مادتي الرياضيات و الفيزياء

الملخص EN

The aim of the present paper is to identify: (the effect of the introspective-based learning strategy on critical thinking skills of the fourth scientific branch students in mathematics and physics).

To verify the goals of the paper, the following two null hypotheses were formulated: 1- "There are no differences of statistical significance at the level (0.05) between the mean of students’ scores of the experimental group who taught by the introspective learning strategy and the mean of students’ scores of the control group that was taught according to normal method in the test of critical thinking skills." 2- " There are no differences of statistical significance at the level (0.05) between the mean of male student’s scores of the experimental group and the mean of female student’s scores of the experimental group in the test of critical thinking skills." The research sample includes (60) male and female students.

The sample is randomly selected from Al-Wihda Al-Wataniyah secondary private school.

The sample is divided into (30) students for each of the experimental and control groups.

The two groups are equivalent in some variables, where T-test is used for two equal independent samples as statistical tools.

The scientific materials of mathematics are limited to the first three chapters: (Mathematical logic, equations and inequalities, and rational exponents and radicals) for the fourth scientific year, 11th edition, 2018, Republic of Iraq - the Ministry of Education.

As for physics, the materials are also limited in the first three chapters: (Main parameters of physics, mechanical properties of Matter, and Fluids) of fourth year Scientific branch, ninth edition, 2018, Republic of Iraq - Ministry of Education.

The two researchers also prepared the teaching plans, which amounted to (25) daily teaching plans for the experimental group in mathematics, (25) teaching plans in physics by adopting the introspective learning strategy, and (25) daily teaching plans for the control group according to the usual method for the two aforementioned subjects above.