أثر استراتيجية قوة التفكير في تحصيل مادة طرائق التدريس العامة و عادات العقل عند طلبة كلية التربية الأساسية

Abstract EN

This research aims to know the effect of the thinking force strategy on achieving general subject teaching methods and mind habits for students of the College of Basic Education To achieve the aims of the research, the two researchers formulated the following two hypotheses: There were no statistically significant differences at the level of significance (05.0) between the average scores of students of the experimental group who are studying using the power of thinking strategy, and the average scores of students of the control group who study the usual method used in the achievement test of general teaching methods.

There were no statistically significant differences at the level of significance (05.0) between the average scores of students of the experimental group who are studying using the force of reasoning strategy, and the mean of the scores of students of the control group who study the usual method used in testing habits of mind.

To achieve the two goals of the research, the two researchers followed the experimental method procedures, as they adopted an experimental design with partial tuning, which is the design of the control group, with the post-test, and they chose the intentional sample method at the College of Basic Education / University of Babylon, and in the simple random sample method they chose the Department of Special Education in the College of Basic Education To represent the research sample, on which the experiment will be conducted, and before starting the experiment, the researchers prepared behavioral goals for each subject of the vocabulary of the subject, as well as the teaching plans.

After the equivalence between the two groups of the research sample (experimental and control) was conducted in some of the variables, the experiment was applied in the second semester of the academic year 2018-2019 to the research sample which reached (74) students.

As for the research tools, the two researchers prepared an achievement test in the general teaching methods subject consisting of (40) multiple-choice items, which was applied to the research sample after confirming its sincerity and consistency, and the two researchers built a test for mind habits consisting of (30) paragraphs from The type of multiple choice, the paragraphs of which were distributed over the sixteen habits of the mind, and its validity and reliability were confirmed.

To statistically treat data, the two researchers used a set of statistical methods appropriate for the research: the T-test for two independent samples, the difficulty coefficient equation, the coefficient of discrimination, and the efficacy equation for wrong alternatives.

After processing the data, the research reached the following results: There is a statistically significant difference in achievement test for the experimental group and at the significance level (0.05) There is a statistically significant difference in mind habits testing in favor of the experimental group and at the level of significance (05.0).

In light of the results of the research, the researchers concluded a number of conclusions, as well as recommended a set of recommendations and proposals to extend the research and complete it.