The Impact of Clark & Starr’s Model in Acquiring Historical Concepts and Developing Associative Thinking: Fourth Year Students of Human Studies as a Sample
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Abstract
The current research aims to learn the impact of Clark and Starr model on the acquisition of historical concepts and the development of associative thinking by fourth graders. The researcher formulated three experimental zero hypotheses, following a two-set experimental and control design. The research sample was (60), with (30) as a test group and (32) as a control group. The researcher has rewarded these two groups in a number of variables. Both research means were the historical concept acquisition test, a (33) paragraph multiple-choice test that measures all three processes of historical concept acquisition. As for the second means, the researcher adopted a ready-made test for associative thinking prepared by (Saad Ali Zayer and Oud Sami 2015), a multiple-choice type consisting in the final version of (25) test paragraphs. The results resulted in the experimental group outperforming the control on the historical dimensional concept acquisition test and the associative dimensional thinking test, In the light of his findings, he made a number of suggestions and recommendations, including: to determine the efficacy of the Clarke and Starr model in the literary achievement of fourth-grade students and the development of their justifying thinking, and the possibility of applying the Clarke and Starr model to fourth-grade literary students in history.
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College of Education for Humanities, TIKRIT UNIVERSITY. THIS IS AN OPEN ACCESS ARTICLE UNDER THE CC BY LICENSE http://creativecommons.org/licenses/by/4.0/
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