The Effect of LEED's Strategy and Conceptual Change on the Development of Deductive Thinking among Literary Fifth-grade Students
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Abstract
The current research aims to identify (the effect of LEED's strategy and the conceptual change in developing their deductive thinking among fifth-grade literary students). To achieve the goal of the research, the researcher adopted the experimental design with equivalent groups. The day unit of the General Directorate of Education in Salah al-Din Governorate - Balad Education Department for the academic year (2019-2020). The research sample amounted to (86) students: (27) students for the first experimental group that studied the LEED strategy, (28) students in the second experimental group that was studied according to the conceptual change strategy, and (31) students for the control group that studied in the usual way. The researcher rewarded between the research groups in the following variables (chronological age calculated in months, IQ scores, previous achievement in Arabic language and academic achievement of students' parents and deductive reasoning scores in the pretest). The researcher also determined the scientific material, which is the first five topics in the book of rhetoric. The researcher prepared the deductive reasoning test consisting of (10) positions by (30) paragraphs, and after verifying his apparent validity by presenting it to a group of referees specialized in curricula and teaching methods, and it was applied to two samples Two surveys, one to find out the clarity of the paragraphs and the response time, and the other for the purpose of statistically analyzing the test items and calculating its psychometric properties, as the data were analyzed and processed statistically by adopting the SPSS statistical bag. The researcher studied the research groups himself, and the experiment lasted (13) weeks of the academic year (2019-2020), and at the end of the experiment the researcher applied the two research tools, the conceptual acquisition test and the dimensional deductive reasoning test, and after correcting the results and analyzing them statistically using the (t-test) test showed The following results: -
1- There is no statistically significant difference at the level of (0.05) between the mean scores of the students of the first experimental group who studied the rhetoric using the LEED strategy and the average scores of the students of the second experimental group who studied using the strategy of (conceptual change) in the deductive reasoning test.
2- There is a statistically significant difference at the level of (0.05) between the mean scores of the students of the first experimental group who studied the rhetoric subject using the LEED strategy and the average scores of the students of the control group who studied using (the usual method) in the deductive reasoning test in favor of the first experimental group in favor of the group First pilot.
3- There is a statistically significant difference at the level of (0.05) between the mean scores of the students of the second experimental group who studied the rhetoric subject using the strategy of (conceptual change) and the average scores of the students of the control group who studied using the (the usual method) in the deductive reasoning test in favor of the second experimental group.
4- There is a statistically significant difference at the level of (0.05) between the mean scores of the students of the first experimental group who studied rhetoric using the LEED strategy in the pre and post test for inferential thinking in favor of the post test.
5- There is a statistically significant difference at the level of (0.05) between the mean scores of the second experimental group students who studied the rhetoric subject using the strategy of (conceptual change) in the pre and post test for inferential thinking in favor of the post test.
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