أثر نموذج بيجز في تحصيل طلاب الصف الخامس الادبي في مادة التاريخ و تنمية التفكير التباعدي لديهم

الملخص EN

The current research aims to identify (the effect of the Biggs model in the achievement of fifth-grade literary students in the subject of history and the development of their divergent thinking) The researcher adopted the experimental design with partial control with two equal groups, experimental and control, to suit the current research conditions.

Division (A) has to be an experimental group whose students study using the Bigs model, while Division (B) becomes a control group whose students are taught in the usual way.

Section.

Before commencing the experiment, the researcher was keen to ensure that the students of the two research groups were statistically equal in a number of variables that are believed to affect the safety of the experiment, and these variables are : (the chronological age of the students calculated in months, the average of the last year for the fourth literary grade, the Raven intelligence test, the academic level For fathers, academic level of mothers, scores on the tribal divergent thinking scale).

The researcher determined the educational material to be taught, and in light of the content, the researcher prepared behavioral objectives within three levels.

The researcher also prepared (16) model teaching plans for both groups.

The researcher determined the educational material to be taught, and in light of the content, the researcher prepared behavioral objectives within three levels.

The researcher also prepared (16) model teaching plans for both groups.

The researcher prepared two tests to measure his research variables.

As for the first test, it was an achievement test consisting of (30) paragraphs of the type of multiple choice, and it verified its validity, stability and discrimination, as well as conducting statistical analyzes of its paragraphs.

A paragraph within six skills (associative fluency, intellectual fluency, forms fluency, verbal fluency, automatic flexibility, adaptive flexibility of meanings) and its validity, stability and distinction were verified.

The researcher himself taught both groups with two lessons per week for each group for the period from (22/11/2021 to 20/1/2022), and after completing the application of the experiment, the researcher applied the two research tools (the achievement test and the dimensional divergent thinking test) to the two research groups, and after collecting Results : The data was processed using appropriate statistical methods, and the following results appeared : 1-There is a statistically significant difference at the level (0.05) between the average scores of the experimental group students and the average scores of the control group in the achievement test and divergent thinking test in favor of the experimental group.

2-There is a statistically significant difference at the significance level (0.05) in the average differences between the scores of the experimental group students in the pre and post test on the divergent thinking test in favor of the post test.

In light of the results, the researcher developed a set of conclusions, recommendations and suggestions.