اثر استراتيجية المنظُمات المعرفية التخطيطية في اكتسـاب المـفاهيم التاريخية لدى طلاب الصف الخامس الادبي في مادة التـاريخ

Abstract

This research aims to identify (the effect of the strategy of planning cognitive organizations in acquiring historical concepts among fifth-grade literary students in the subject of history) by verifying the following hypotheses: -There is no statistically significant difference at the level of (0.05) between the mean scores of the experimental group students who study using the Cognitive Planning Organization method and the average scores of the control group students who study in the usual way in obtaining a history course.To verify the validity of these two hypothesis, the researcher conducted an experiment that lasted an entire semester, as the following procedures were adopted:The experimental design (with partial control) was chosen for two equal groups, one experimental and the other a control. According to the strategy of planning knowledge organizations and (30) students in the control group whose students study according to the usual method     The researcher was rewarded between the two groups of research in a number of variables (the chronological age of students calculated in months, degrees of previous achievement in history, and the variable of intelligence) after which the scientific material that included the last four chapters of the book on modern and contemporary history of the fifth grade of literature was determined, as well as goals were formulated. Behavioral based on Blum's classification for the six levels (knowledge, understanding, application, analysis, synthesis, evaluation) and its number reached (126) goals, and the numbers of teaching plans for topics in the history subject, and in line with the research objective, the acquisition of historical concepts of the multiple choice type was tested. In its final form, it consisted of (45) paragraphs whose apparent validity was verified by presenting them to a group of referees and specialists in teaching methods and approaches. The difficulty factor and the distinctive strength of its paragraphs were extracted, as well as indicating the effectiveness of alternatives, and the test reliability was extracted by the method of retesting and Alf Cronbach, and at the end of the experiment the researcher applied The test was performed on students of the two research groups, and after processing the data statistically, the results showed the superiority of the experimental group that studied the strategy of cognitive organizations other than The researcher recommended using the strategy of planning knowledge organizations in teaching history, and in light of these results the researcher recommends using the strategy of planning cognitive organizations in teaching as it is in line with modern educational theories. As well as the active participation of students in the learning process.