أثر استخدام استراتيجية الاكتشاف الموجه في تنمية مهارات ما وراء المعرفة لطفل الروضة

الملخص EN

Research objective: recognize the effect of using the guided discovery strategy in developing the metacognitive skills of the kindergarten child.

research sample: the research group was limited to a group of (40) male and female children from the second level of kindergarten (KG 2) affiliated to the ministry of education in the kindergarten in Bani Murr elSabahia in the second semester 2020 / 2021.

research curriculum this research relied on the "experimental" approach with a quasi-experimental design based on one group with two measurements, before and after; to suit the research variables represented in: the independent variable, which is the guided discovery strategy, and the dependent variable, which is the metacognitive skills of the kindergarten child.

research tools and materials: 1- a list of metacognitive skills appropriate for the development of kindergarten child.

(prepared by researcher) 2- female teacher's manual (guide) to use the guided discovery strategy in developing the metacognitive skills for the kindergarten child.

(prepared by researcher) 3- the kindergarten child activities booklet to use the guided discovery strategy in developing the metacognitive skills of the kindergarten child.

(prepared by researcher) 4- observation sheet to measure the performance of kindergarten children for metacognitive skills.

(prepared by researcher) results 1- there is a statistically significant difference between the mean scores of the children of the research group in the pre and post applications on the metacognitive skills observation card in favor of the post application.

2- there is a statistically significant difference between the mean scores of the children of the research group in the pre and post applications on the skill of “planning” in favor of the post application.

3- there is a statistically significant difference between the mean scores of the children of the research group in the pre and post applications on the skill of “ monitoring & controlling” in favor of the post application.

4- there is a statistically significant difference between the mean scores of the children of the research group in the pre and post applications on “assessing skill” in favor of the post application.

5- there is an effectiveness of using the guided discovery strategy in developing the metacognitive skills of the kindergarten child.