أثر استراتيجية الاحداث المتناقضة في تحصيل وتنمية التفكير الاستدلالي لدى طلاب الصف الرابع الادبي في مادة التاريخ

Abstract

The current research aims to identify: the impact of the strategy of contradictory events in achieve ment.and development of reasonal among students of literary fourth grade in history.To achieve the research aim, the researcher formulated the following hypotheses:1) There is no statistically significant difference at the level of (05.0) between the mean score of the students of the experimental group studying history according to the strategy of contradictory events and the mean score of control group students who study history in the traditional way in the achieve meant test.2) There is no statistical difference at the level of (05.0) between the mean scores of students of the experimental group studying history according to the strategy of contradictory events and the mean score of control group students who study history in the traditional way in the test of reasonal thinking. The researcher chose experimental design with two group and one experimental and the control group (experimental - control) were rewarded in the following variables: (The chronology of the months, the previous year's degrees, the intelligence test, the fre-test of reasonal thinking). The researcher conducted the groups in the "New Iraq Junior High School", one of the schools affiliated to the city of Baghdad / Directorate of Education Karkh III, and was selected two classes of of the literary fourth grade one of which represented experimental group who studying history according to the strategy of contradictory events, and the number of students (32) And the second represented the control group who study the same subject in the traditional way, which is (29) students, and thus the number of sample membersResearch (61) students, and included the article chapters IV, V and VI of the book (History of Islamic Arab civilization) to be taught for the academic year 2016 - 2017.The researcher studied the two research groups by himself. To measure the level of students' achievement, the researcher prepared a post achievement test of multiple-choce, which was presented to a group of experts and arbitrators, and some items were deleted and modified. The researcher verified its validityr، reliability ، difficulty and discrimination so the final test included (40) items . The researcher adopted the reasonal thinking test prepared by Al-Jubouri (2008). After verifying its validity and relability to the current research population, the data were statistically treated using T-test for two independent samples.Search results showed:1 - The students of the experimental group studying history according to the strategy of contradictory events of the students of the control group who study history in the traditional way in the achievement test.2. The students of the experimental group who study the subject of history, according to the strategy of contradictory events, are superior to the students of the control group who study history in the traditional way in the test of reasonal thinking. The researcher came out with a set of recommendations and proposals.