فاعلية استراتيجية الكرسي الساخن في تنمية بعض مهارات التفكير الايجابي و التحصيل المعرفي في مادة الدراسات الاجتماعية لدى تلاميذ الصف السادس الإبتدائي

Abstract EN

The current study aimed to identify the effectiveness of the hot chair strategy in developing some positive thinking skills and cognitive achievement in the subject of social studies for sixth grade students.

To achieve this goal, the researcher prepared (a) a list of positive thinking skills suitable for sixth grade pupils, namely: (love of learning and cognitive openness, Positive expectations and optimism, problem solving, personal responsibility), (b) a guide for the teacher, (c) a scale to measure positive thinking skills, and (d) a test for cognitive achievement in the levels of (remembering, understanding, application, analysis, synthesis, evaluation).

This was applied on a sample of (64) pupils of the sixth grade of primary school.

The sample was divided into two groups, one was experimental and the other was control.

The results indicated that there were statistically significant differences at the level of (0.01) between the scores of the experimental group students who studied using the hot chair strategy and the scores of the control group students who studied using the usual method in the scale of positive thinking skills and cognitive achievement test In favor of the experimental group.

The results also indicated the existence of a correlation relationship between the scores of the experimental group students on the scale of positive thinking skills and their scores on the cognitive achievement test.

In light of these results, the study presented a set of recommendations and proposals.