أثر إستراتيجية التساؤل الذاتي في تحصيل طالبات الصف الأول المتوسط و تفكيرهن التأملي في الرياضيات

Abstract EN

This research aims to study the impact of self-questioning in the collection of math and thinking contemplative when students first grade average strategy, and to achieve the goal of the research and the researcher developed the following two hypotheses: 1 .There is no difference statistically significant at the level (0.05) between the mean scores of the collection of students in the experimental group who were studying the strategy of self-questioning and the control group who were studying in the usual way in the collection.

2 .There is no difference is statistically significant at the level (0.05) between the average test scores reflective thinking for the students in the experimental group who were studying the strategy of self-questioning and the control group who were studying in the usual way to test reflective thinking.

The sample of the research (66) female students from the average of the first grade, the rate of (34) students in the experimental group and 32 students in the control group in a middle school Rahaf basic Girls affiliated to the General Directorate for Educational BAGHDAD / Rusafa second province, has been rewarded with two groups in some variables (chronological age in months, intelligence, former attainment, prior knowledge, testing reflective thinking) was then teaching the experimental group according to the self-questioning strategy, and the control group according to ordinary method.

It showed the following results: 1 .There is a difference is statistically significant at the level (0.05) between the average grades collectible students in the experimental group who studied the strategy of selfquestioning and among the control group who studied in the usual way in achievement and in favor of the experimental group.

2.

There is a difference is statistically significant at the level (0.05) between the average test scores reflective thinking for the students in the experimental group who studied the strategy of self-questioning and among the control group who studied in the usual way to test reflective thinking and in favor of the experimental group.