فاعلية التدريس القائم على وفق خطوات استراتيجية التمثيل الدقائقي في اليقظة العقلية و المعتقدات المعرفي

Abstract EN

The aim of the research is to know the effectiveness of teaching based on the steps of the accurate representation strategy in mental alertness and cognitive beliefs of second-grade intermediate students.

To achieve the goal of the research, the researcher put the following two zero hypotheses There is no statistically significant difference at a level of significance (0.05) between the average scores of the experimental group who will study according to the steps of the precision representation strategy, and the average scores of the control group who will study the same subject according to the usual method of mental alertness among students of the second intermediate grade There is no statistically significant difference at a level of significance (0.05) between the average scores of the experimental group who will study according to the steps of the precision representation strategy, and the average scores of the control group who will study the same subject according to the usual method in the cognitive beliefs of intermediate second grade students The research community is represented by all students of the second intermediate grade in Babil Governorate for the academic year (2019-2020).

The research sample was limited to (60) students and by (30) students in the experimental group studied according to the documentary representation strategy and (30) students in the control group studied by the method Standardization rewarded the researcher with a number of variables, including parental achievement, chronological age and other variables.

The researcher extracted the validity and reliability of the two research tools