أثر انموذج كلارك وستار في اكتساب المفاهيم التاريخية عند طلاب الصف الرابع الأدبي وتنمية تفكيرهم الترابطي
الشريط الجانبي للمقالة
محتوى المقالة الرئيسي
الملخص
يهدفُ البّحثُ الحالي إلى التَّعرف على( أثر انموذج كلارك وستار في اكتساب المفاهيم التاريخية عند طلاب الصف الرابع الأدبي وتنمية تفكيرهم التَّرابطي )، وهو بحث مستل من رسالة ماجستير، ولتحقيق هدف البحث صاغ الباحث ثلاث فرضيات صفرية خضعت للتجريب، اتبع الباحث التصميم التجريبي ذا المجموعتين التجريبية والضابطة، وقد بلغت عينة البحث (62) طالباً، بواقع (30) طالباً كمجموعة تجريبية، و(32) كمجموعة ضابطة. وقد كافأ الباحث بين هاتين المجموعتين في عدد من المتغيرات. وتمثلت اداتا البحث باختبار اكتساب المفاهيم التاريخية الذي تكون من (33) فقرة اختبارية من نوع الاختيار من متعدد والتي تقيس العمليات الثلاثة لاكتساب المفهوم التاريخي، أما الأداة الثانية فقد اعتمد الباحث اختباراً جاهزاً للتفكير الترابطي وهو من إعداد( الدكتور سعد علي زاير وعهود سامي/2015 )، من نوع الاختيار من متعدد تكون بصورته النهائية من (25) فقرة اختبارية. وأسفرت النتائج عن تفوق المجموعة التجريبية على الضابطة في اختباري اكتساب المفاهيم التاريخية البعدي، واختبار التفكير الترابطي البعدي، وفي ضوء النتائج والاستنتاجات قدم الباحث عدداً من المقترحات والتوصيات منها: التعرف على فاعلية أنموذج كلارك وستار في تحصيل طلاب الصف الرابع الأدبي وتنمية تفكيرهم التبريري، وامكانية تطبيق أنموذج كلارك وستار على طلاب الصف الرابع الأدبي في مادة التاريخ.
المقاييس
تفاصيل المقالة
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