استخدام استراتيجية الصراع المعرفي لتنمية بعض مهارات القراءة الناقدة لدي طلاب الصف الثاني الثانوي

Abstract EN

A research presented by: Esraa Mohamed Elsaid Mohamed

Department of Curricula and Methods of Teaching Arabic Language

Using of the Strategy of the Cognitive Conflict to Develop the Skills of the Critical Reading for High School students


The present study aims at revealing the effectiveness of using the cognitive conflict strategy in developing some critical reading skills among secondary students (second - year).

The sample of the study consists of (60) male and female students who are in the second secondary grade.

The students have been divided into two groups: the first is an experimental group and the second is a control group.

A list of critical reading skills, the teacher's guide, and the students' worksheets has been prepared according to the cognitive conflict strategy, in addition to a test that measures the critical reading skills.

The research finds out statically significant differences between the students' average grades of the experimental group and those of the control group in the post-application test of critical reading skills, in general, and for each single skill, in particular.

The comparison comes in favor of the experimental group.

Furthermore, there are statistically significant differences in the students' average grades of the experimental group between the pre-application and the post-application test of critical reading skills, in general, and for each single skill, in particular.

The comparison comes in favor of the post-application.