أثر أنموذج ايزنكرافت الاستقصائي في تحصيل طالبات الصف الخامس الادبي في مادة الفلسفة و علم النفس و تنمية تفكيرهن التوليدي

Abstract EN

The aim of the current research is to identify (the effect of the Eisenkraft investigative model on the literary achievement of fifth-grade students in psychology and the development of their generative thinking).

This is done by verifying the following assumptions: 1.

There is no statistically significant difference at the level of significance (0.05) between the average scores of the students of the experimental group who studied according to the Eisencraft survey model and the average scores of the students of the control group who studied according to the usual method of attaining the subject of philosophy and psychology.2.

There is no statistically significant difference at the level of significance (0.05) between the mean scores of the experimental group students who studied according to the Eisencraft survey model and the average scores of the control group students who studied according to the usual method of the generative thinking test.3.

There is no statistically significant difference at a significance level (0.05) between the mean differences in the scores of the experimental group students who studied according to the Eisencraft model in the pre and post tests for generative thinking.

To verify the two objectives of the research and its hypotheses, the researcher chose the secondary school for girls of the Salah al-Din Education Directorate - the Tikrit Education Department intentionally as a place to conduct her experiment in it, and randomly chose the two divisions (A) to represent the experimental and control research groups, and randomly also, a division (A) To represent the experimental group to study according to the Eisencraft survey model, and Division (B) became the control group to be taught according to the usual method, and after excluding a number of students who had failed statistically, the number of students in the research sample became (34) students, including the experimental group (17) students, and the control group included (17) A female student.

Equality was verified between the two research groups in the variables of the IQ test, the chronological age of students calculated in months, the educational attainment of the parents, the previous academic achievement of the students, and the generative pre-thinking test.