أثر استراتيجية P. L. A. N في تنمية التمثيل المعرفي عند طلاب الصف الرابع الأدبي في مادة التاريخ

الملخص EN

The current research aims to identify the effect of "the effect of the P.

L.

A.

N strategy on developing cognitive representation for fourth-grade literary students in history".

The researcher put the following null hypotheses: 1.

There are no statistically significant differences at the level (0.05) between the average scores of the students of the experimental group who study history according to the (P.

L.

A.

N strategy) and the students of the control group who study the same subject (the usual method) in the post-cognitive representation test.2.

There are no statistically significant differences at the level (0.05) between the average scores of the experimental group students who study history according to the (P.

L.

A.

N strategy) in the tribal and dimensional cognitive representation test.

The researcher rewarded the students of the experimental and control groups statistically by using the t-test in the following variables: (chronological age, history subject scores for the previous academic year, and the pre-test of cognitive representation).

The researcher chose two schools from the schools of the Samarra Education Department to conduct his experiment, which is a secondary school (Sir of the second opinion for boys and Al-Mizhar High School for boys) intentionally to apply his experience.

To be the sample of the research that is taught in the usual way to represent the control group, and the researcher adopted the simple random drawing method, so Division (B) was the experimental group that will be taught using the “P.

L.

A.

N” strategy, and Division (B) from Al-Mazhar School was the control group that will be taught in the usual way, the number of students of groups reached The research (69) students, with (34) students in the experimental group and (35) students in the control group, prepared a cognitive representation test that consisted of (25) items.

It was presented to a group of experts and specialists to verify the validity of the test, analyze its paragraphs and calculate its stability, and after analyzing the results of the students' answers.

The sample was processed statistically using the appropriate statistical methods, and it was found that all the test items are valid, and to calculate the stability of the test, Couder-Richardson coefficient was used - 20, as the stability reached (0).84), which is a good stability coefficient.

After analyzing the students' answers and treating them statistically using the T-test for two independent and interrelated samples, it was found that there is a statistically significant difference between the average scores of the experimental group students in a test of cognitive representation and in favor of the post, and the results also showed a statistically significant difference between the average scores of the experimental group students in the pre and posttests.

for the cognitive representation test.