أثر إستراتيجية التعلم المرتكز على المهمة TBL في المرونة المعرفية لدى طلاب الصف الثاني متوسط في مادة الكيمياء

Abstract EN

Research Abstract: The current research aimed to identify the effect of task-based leaming (TBL) on cognitive flexibility among second-grade students in average in chemistry.

The research sample consisted of (52) students.

distributed (26) students to the experimental group and (26) students.

For the control group of second-grade intermediate students from (Dar Al-Salaam Intermediate School affiliated to the General Directorate of Education Baghdad Al-Karkh Third, the two research groups were rewarded in a set of the following variables : age calculated in months.

intelligence (Otis Lennon).

previous achievement in chemistry, and the previous information test in Chemistry and Cognitive Flexibility The scientific material was defined in the three chapters (first, second, and third) of the science book for the second intermediate class.

fourth edition (21st).

The two researchers built a scale according to Likerd's quinquennial scale, and made sure of the validity and stability of the scale by presenting it to the experts.

arbitrators, and the analysis sample.

When applying the scale and processing the data statistically, the results showed that there was a statistically significant difference in favor of the experimental group that was studied according to the task-based leaming strategy (TBL) in Cognitive flexibility scale, and in light of the results of the research.

the researcher recommended the necessity of adopting the task-based learning strategy (TBL) in teaching chemistry for the second.

intermediate grade because of its positive impact in raising the level of students' achievement, as well as suggesting a similar study to the current research in variables other than Cognitive flexibility and for other stages of study.

Keywords : task-based leaming (TBL).

cognitive flexibility