أثر استراتيجية التعليم التوليدي في تنمية التفكير المحوري عند طالبات الصف الرابع الإعدادي في مادة الكيمياء

Abstract EN

The current research aims to identify: The effect of the obstetric education strategy in developing the pivotal thinking of the fourth year middle school students in chemistry, and the following hypotheses were formulated: 1- The first null hypothesis: There is a statistically significant difference at the level of significance (0.05), between the average scores of the experimental group students who study chemistry according to the strategy of obstetric education, and the mean scores of the control group who study the same subject in the usual way.2- The second null hypothesis: There is a statistically significant difference at the level of significance (0.05) between the average scores of the experimental group students who study chemistry according to the strategy of obstetric education, and the average scores of the control group who study the same subject in the usual way.

In the axial thinking test, the current research sample consisted of (66) female students of the fourth scientific grade.

As for the research tool, only the axial thinking test prepared by (Omar, 2017) and consisting of (40) items that measures the skills of pivotal thinking were adopted.

(Focus, information gathering, remembering, integration, evaluation)", using the following statistical methods: (T-test for two independent samples, t-test for two correlated samples), and after processing the data statistically, the following results showed: The experimental group that was taught according to the strategy of generative education outperformed the control group in the test of pivotal thinking.

In light of the results of the current research, a number of conclusions, recommendations and suggestions were formulated.