أثر التدريس وفق استراتيجيتي الانشطة المتدرجة و الكرسي الساخن في تحصيل طلبة الخامس الاحيائي في مادة علم الاحياء و تفكيرهم المنتج

الملخص EN

The aim of this research is to identify The effect of teaching according to the strategies of the gradual activities and the hot chair on the achievement of the fifth biology students in biology and their productive thinking.

In order to verify the goal of this research, the two researchers developed null hypotheses and in order to verify these null hypotheses, an experiment was conducted according to the experimental method of partial control and post-test For two equal groups, they are the two research groups for the achievement of biology and productive thinking the research sample was represented by fifth-grade students of biology in Baghdad College High School distributed into three divisions that included (33, 33, 32) students, one of which represented a first experimental group that studied according to the strategy of gradual activities and the other a second experimental group that studied according to the strategy of the hot chair and the third represented a control group.

Conduct parity in the following variables (academic achievement of the previous year, chronological age and productive thinking) The two researchers have prepared two tools for the research, namely, an achievement test of its kind, multiple choice, consisting of (40) items, and a test for productive thinking.

The type of test is also multiple choice, consisting of (25) items, and the psychometric properties of the two tools were verified.

The experiment was applied in the first semester, the two researchers taught the two research groups on their own, and after completing the experiment, the researcher conducted a statistical analysis using a t-test for the two independent samples, and the results showed that the students of the first and second experimental group outperformed the control group students in both the achievement test and productive thinking there was no difference between the first and second experimental groups in achievement, while a difference was found between them in the results of the scientific tendency test and for the benefit of the first experimental research group according to the results of this research, the researchers drew up a number of conclusions and recommendations related to the results of the research, as well as a number of proposals.