أثر أنموذج ياكر (clm)‎ في اكتساب طالبات الصف العاشر العلمي : مهارات حل المسألة الهندسية و تنمية تفكيرهن المنظومي

Abstract EN

The present research aims at identifying the impact of yakers model (clm) on tenth grade (scientific department) student's acquisition of the skills of the geometric problem solving and developing their systematic thinking.

To achieve the objectives of the research, the researcher has adopted the experimental method and employed experimental design, the design of pre/post tests of two equal groups.

The parity was conducted between the two groups in some variables.

The research sample comprises (63) intentionally selected female students from the tenth grade (scientific department).

The sample has been divided into two groups experimental , group comprising(31) students employing yaker's model, and control group compromising (32) students employing the traditional teaching methods .The research tools include, first the geometric problem solving skills by requiring a (5) paragraph essay.

The tool is a systematic thinking test which consists of (4) skills with (2) questions for each .The experiment was applied during the second course of the academic year (2014-2015).

The test of solving the geometric problem has been applied on the two groups after the exploration of the subject only, and testing the development of the systematic thinking has been applied on the groups both before and after the discussion .To test the validity of the hypotheses, the data has been collected and statistically analyzed using the following statistical methods, the t-test for two independent samples, t-test for two inter-related samples and the statistical data analysis(spss).The research results are as follows: 1.Thereis a statistical difference at(0,05) level in the average scores of the experimental group and the control group in the post- application of the acquisition of the geometric problem solving skill in favor of the experimental group student's scores.

2.

There is a statistical difference at(0,05) level in the average scores of the experimental group and the control group in the post- application of the development of the systematic thinking test in favor of the experimental group student's scores.

3.

There is a statistical difference at(0,05) level in the average scores of the experimental group in the pre/ post application of the development of the systematic thinking test in favor of the post application.

The researcher has come up with some conclusions and suggested a number of recommendations.