أثر أنموذج التفكير النشط في تحصيل طالبات الصف الخامس الأدبي في مادة الجغرافية الطبيعية و اتجاهاتهن نحوها

Abstract EN

The goal of current research is to know the impact model of active thinking in the collection of fifth-grade students in the natural geographic.

The study showed there is no difference statistically significant at the significance level (0.05) between the average level students the experimental group that studied active thinking and the average level students the control group which studied the traditional way in achievement test.

And the other there is no difference statistically significant at the significance level (0.05) between the average level students the experimental group which studied e-learning degrees and the average control group students who studied in the traditional manner in the direction towards natural geographical scale material.

The sample of the research (59) female students from fifth grade literary, and distributed to the experimental groups consisted of 31 students, and the control group consisted of 28 students, was equal groups in variables: (chronological age, IQ test, degrees of the previous achievement in Geographic article, the trend measure towards geographical); was prepared by researchers achievement test be one of the (50) paragraph of the type (multiple-choice), and the measure of the trend towards the geographical be of (30) with three alternatives paragraph (approval, hesitant, non-approval), The extraction of validity and reliability of both; he was one of the researchers taught the two groups, and after the end of the experiment, the application of the two tools have been searching on the two sets of research.

The results showed there is no difference statistically significant at the significance level (0.05) between the average level students the experimental group that studied active thinking and the average level students the control group which studied the traditional way in achievement test, for the experimental group.

Besides, there is a statistically significant difference in the significance level (0.05) between the average level students the experimental group that studied active thinking and the average scores of the control group students who studied in the traditional manner in the direction towards the geographical scale, for the experimental group.