اثر استراتيجية مخططات التعارض المعرفي في تحصيل طلاب الصف الثاني المتوسط في مادة التاريخ و تنمية أنماط التعلم لديهم

Abstract EN

This work is aiming to focus the attention on the (The impct of cognitive contrariness schemes strategy on the results of second class intermediate students in history lesson and development of their learning patterns), and on the light of this aim , the researcher has designed three zeroth hypothesis.

The researcher has adopted the experimental design with pre-test for the experimental group and for the control group because of its convenience with the research nature.

The research sample has been chosen from the second class intermediate students in (Tesen Shahid Lari intermediate school) in Kirkuk City for 2018-2019 study year.

The number of the sample was 62 students divided as 31 students as an experimental group and 31 students as a control group.

The equivalence process has been carried out for the two groups on the hand of the following variables : the previous result in the history lesson, the age by months, intelligence and the learning patterns.

The researcher has prepared the necessary requirements for her search included determination of the scientific subject for the study, building the behavioral aims for the determined subject and designing the teaching plans for both experimental and control groups.

The research required two tools to be achieved, the first one is a collective test in the history subject which is in its final form includes 25 examine items of four multiple choice type after checking its precision, its difficulty level and the contrast impact of its items.

The stability has been calculated using Cuder-Richardson method which was 0.79 .

the second tool was the learning measurement which is in its final form includes 15 questions for each question there are three alternatives and in front of each alternative there are three choices which are : ( strongly agree with me, moderately agree with me , not agree), then its stability was calculated using Alph-Crunbach equation.

The experiment has continued for complete course as two lesson per week after that , the two tools have been applied ( collective test and measurement of learning patterns).

The statistical analysis of the data has shown that the experimental group which studied according to cognitive contrariness schemes strategy has surpassed their peers in the control groups in both the collective test and measurement of learning patterns test.

Based on these results, the researcher has a number of conclusions, recommendations and suggestions.