أثر استراتيجية دائرة الاسئلة في تحصيل مادة التاريخ عند طلاب الصف الخامس الأدبي و تنمية افكيرهم التقاربي

الملخص EN

The current research aims to identify the impact of the question circle strategy on the achievement of fifth-grade literary students and to develop their convergent thinking.

The number of students of the study sample reached (60) students, and they were distributed into two experimental and control groups, of (30) students per group.

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

The students of the experimental and control groups were weighed in variables: (Raven's IQ test, age in months and in the pre-convergent thinking scale).

The researchers prepared the achievement test consisting of (40) items of the multiple-choice type, and verified its validity and consistency, as well as conducting statistical analyzes for its paragraphs.

The researchers also prepared the convergent thinking scale consisting of (25) items and verified its validity and consistency, and developed (9) daily instructional plan For the experimental and control group, as the teaching plans of the experimental group were organized according to the steps of the question circle strategy and the teaching plans of the control group according to the usual method.

The experiment was applied in the second semester of the academic year (2018-2019).

The data were statistically treated using the (t-test) for two independent and interconnected samples, the results showed the superiority of the experimental group that was studied according to the strategy of the question circle over their peers in the control group that was studied in the usual way in the achievement test and the converging thinking scale.

According to the results, the researchers put a number of suggestions including: the question circle strategy gives students an important role in the educational process by giving relevant and non-relevant examples of their experiences and reformulating them.

They also recommend focusing on including the history curriculum on methods that work to develop convergent thinking among students.