أثر نموذج نيدهام في اكتساب المفاهيم اللغوية لدى طلاب الصف الرابع العلمي و تنمية تفكيرهم المنتج

الملخص EN

This research aims to identify the impact of Needham's model in acquiring linguistic concepts for fourth-grade students, developing their productive thinking, and achieving the goal of the research.

The researcher put four zero hypotheses, three of them in the acquisition of linguistic concepts, and two in the development of productive honking.

The researcher used the experimental design, and the research sample consisted of (69) students of the fourth scientific grade.

He chose section (A) to represent the experimental group, which numbered (35) students, and studied it using the Needham model, and section (B) to represent the control group, which numbered (34) students and studied it in the usual way.

The researcher rewarded the two groups (experimental and control) statistically in Some variables that may affect the search results.

The researcher prepared two research tools, the first: the concept acquisition test, and it consisted of (60) paragraphs equally distributed on the three linguistic concepts levels: the level of sentence structure, the level of word structure, and the level of parsing, and with the elements of the three concepts (definition, distinction, and generalization).

The researcher verified the validity of this test, its difficulty, its discriminatory power, and its statistical stability.

And the other: The Productive Thinking Scale, which consisted of (28) items distributed on two axes, the first being critical thinking skills, and the other creative thinking skills.

The researcher verified its validity, distinction, and statistical stability.

After completing the experiment, and applying the two research tools to the two groups, the researcher processed the data obtained by appropriate statistical means, and reached the following results: 1- There is a statistically significant difference between the mean scores of the students of the experimental group and the control group in testing linguistic concepts for the three levels, and measuring productive thinking in favor of the experimental group.

2- There is a statistically significant difference between the mean scores of the experimental group students in the pre and post tests in the productive thinking scale in favor of the post test.

In light of the results, the researcher concluded a number of conclusions, suggestions and recommendations.