التفاعل بين نمط القصة التفاعلية والأسلوب المعرفي لتنمية قيم المواطنة لدى طفل الروضة

الملخص EN

The aim of the current research is to identify the effect of the interaction between the interactive story style and the cognitive style for developing thinking skills and citizenship values for the kindergarten child (21) children for each group, and the research tools consisted of (the cognitive style scale, an illustrated achievement test, a note card, and a photographer citizenship scale), and The results of the research concluded that There is no statistically significant difference at the level ≤ (0.05) between the mean scores of children (who studied through the interactive storyboard), children (who studied through the interactive video story) and children (who studied through the interactive story with presentations) in the application The dimension of the thinking skills note card, due to the primary influence of the interactive story style, apart from the cognitive style.

There is statistically significant difference at level ≤ (0.05) between the mean scores of children (those with perceptive cognitive style) and children (with Impulsivity cognitive style) in the post application of the thinking skills observation card, due to the main effect of the cognitive style, regardless of Impulsivity story mode, There are statistically significant differences at a significance level less than (0.05) between the average scores of the children of the six experimental groups in the post application of the thinking skills observation card due to the interaction between the interactive story style (pictures, video, presentations) and the cognitive style (Impulsivity/ Reflectivity), There is statistically significant difference at the level ≤ (0.05) between the mean scores of children (who studied through the interactive storyboard), children (who studied through the interactive video story) and children (who studied through the interactive story with presentations) in the application The post-test of the illustrated achievement test, due to the main effect of the interactive story style, regardless of the cognitive style, There is statistically significant difference at level ≤ (0.05) between the mean scores of children (those with perceptive cognitive style) and children (with impulsive cognitive style) in the post application of the illustrated achievement test, due to the main effect of the cognitive style, regardless of the style Interactive story, There are statistically significant differences at a level of significance less than (0.05) between the mean scores of the children of the six experimental groups in the post application of the illustrated achievement test due to the interaction between the interactive story style (photographs - video presentations) and the cognitive style (Impulsivity/ Reflectivity), There is statistically significant difference at the level ≤ (0.05) between the average scores of children (who studied through the interactive storyboard), children (who studied through the interactive video story) and children (who studied through the interactive story with presentations) in the application The dimension of the scale of citizenship values, due to the primary influence of the interactive story style, regardless of the cognitive style, There is statistically significant difference at the level of ≤ (0.05) between the mean scores of children (those with perceptive cognitive style) and children (with impulsive cognitive style) in the post application of the citizenship values scale, due to the main effect of the cognitive style, regardless of the type of Interactive story, There are statistically significant differences at a level of significance less than (0.05) between the average scores of the children of the six experimental groups in the post application of the citizenship values scale due to the interaction between the interactive story style (photographs – video – presentations) and the cognitive style (Impulsivity/ Reflectivity).