The Impact of Frank Lister's Strategies and Raising Contradictions on the Development of Scientific Thinking among Fifth Grade Literary Students in Teaching History
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Abstract
The study sought to determine how Frank Lister's tactics and inconsistencies affected fifth-grade literary students' scientific reasoning in history.Walada Bint Al-Mustakfi Intermediate School, affiliated with Second Karkh Education Directorate-Baghdad, was intentionally chosen for the experiment because it has a pre- and post-test. The researcher used a partial control design with three groups. In the study, 104 students were randomly assigned to three groups: Section (C) represented the first experimental group of 35 students, Section (A) represented the second experimental group of 35, and Section (B) represented the control group of 34. Previous knowledge, chronological computed in months, IQ, father and mother academic level, and pre-scientific thinking exam were compared. After identifying the scientific material in the first three chapters of Modern and Contemporary European and American History, which is scheduled to be taught to first graders, research used a partial control design with three groups: two experimental groups and a control group. The fifth literary for academic year (2022-2022) in Iraq and researcher-prepared scientific thinking exam were used to write 25 paragraphs.
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