فاعلية تدريس الفيزياء باستراتيجية اتخاذ القرار ل Carl Rogers في تعلم طالبات الثاني المتوسط لحل المسائل

Abstract EN

In order to check it putting the following one null hypotheses: 1-There is no statistically significant at (0.05) leve of significance between the mean scores of female students of the experimental group Who were taught by strategy Making Decision Carl Rogers and the mean scores of female students of the contral group who taught by the traditional method in the solve problems test Represent The Current search Community the students female of second grade on intermediate in the Schools of the General Directorate for the education of Baghdad/ Rusafa the first year for the academic year (2016-2017), The researcher chose Al- hekmaa intermediate school for girls as adeliberate Sample for their researcher among Community school, amounting (165) students distributed on five classes (a, b, c, d, e) using the design the experimental and control groups one control the other restraint partially with post test measure achievement, solve Problem, The appointment of random selected Divisions (b, d) two sets of search, as randomly assigned (b) to be an experimental group and (d) a control group, After set aside the failures the students number at the two groups (60) students by (30) students of the experimental group and (30) students for the control group.

rewarded groups in the variables (educational qualification, pervious knowledge, test solve problems, intelligence).

The experimental was applied in the first semester of the academic year (2016-2017) it took (14) week, select the ccontent of the scientific material in the first five chapters of the book physics sixth edition for the academic Year (2014), It has been analyzed for behavioral purposes their number (253) Abehavioral purposes represented by the six levels of Blooms Taxonomy of cognitive field respectively (remember, orb, application, analysis, installation, evaluation).

The researcher taught the students of the two researcher groups by herself and prepared lesson plans necessary which was (25) plan the experimental group, and the same for the control group.

In order to verity the second null hypothesis the researcher has set the test of solve problems items corsisted of (20) objective, items multiple choice type, it is virtual honesty and have been verified and AL-Sekoumtrah characteristics of the paragraphs of the test and calculate persistence of paragraphs by using Kuder Richardson- 20 equation which it coefficient reaches to (80% ).

After the end of the Duration of the experiment the test was applied to the students of the two research groups (the experimental and control), Data were statistically treated using the (t- test) for two independent and equal samples with the results shown below: 1- The achievement of experimental group who were taught by strategy Making Decision Carl Rogers is more than that of the control who group were taught by the tradition method in solve problems test, as it amounted to (t) calculated (6.13), while the value of (t) spreadsheet (2.000) when the level significance (0.05).

From the results the researcher has concluded that the teaching by using (strategy Making Decision Carl Rogers) has agreat affectiveness in solve problems.

In the light of that, the researcher has set anumber of recommandatiens and suggestion consering the result of the study.