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Register a new userThe effectiveness of Cognitive Acceleration Model in attitudes primary fourth grade pupils towards social studies
فاعلية انموذج التسريع المعرفي في اتجاهات تلاميذ الصف الرابع الأساسي نحو مادة الدراسات الاجتماعية
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هدف البحث تعرف فاعلية انموذج التَّسريع المعرفي في اتجاهات تلاميذ الصف الرابع الأساسي نحو مادة الدِّراسات الاجتماعيَّة، اعتمدت الباحثة المنهج التَّجريبي، و تكونت عينة البحث من مجموعة من تلاميذ الصف الرابع الأساسي من مدرسة إبراهيم نعامة، اختيروا بالطريقة العشوائية البسيطة، و قُسِمَتْ العينةُ إلى مجموعتين ضابطة دُرِسَّت بالطرائق المُتبعة من قبل معلم الصف، و تجريبية دُرِسَّت وفق انموذج التَّسريع المعرفي من قبل الباحثة.
The research aimed at determining The effectiveness of using ofCognitive Accelerationmodel in attitudesprimary fourth grade pupils towards social studies, The researcher adopted the experimental method, The sample consisted of a group of fourth graders in a primary school, where they were selected using the random simple method. The sample was divided into two groups: “control group,” taught using the followed traditional method, “experimental group” taught using of Cognitive Acceleration model.
Artificial intelligence review:
Research summary
تهدف هذه الدراسة إلى تقييم فعالية نموذج التسريع المعرفي في تحسين اتجاهات تلاميذ الصف الرابع الأساسي نحو مادة الدراسات الاجتماعية. اعتمدت الباحثة على المنهج التجريبي، حيث تم تقسيم العينة إلى مجموعتين: ضابطة وتجريبية. دُرست المجموعة الضابطة بالطريقة التقليدية، بينما دُرست المجموعة التجريبية باستخدام نموذج التسريع المعرفي. أظهرت النتائج وجود فرق ذو دلالة إحصائية بين المجموعتين لصالح المجموعة التجريبية، مما يشير إلى فعالية النموذج في تحسين الاتجاهات نحو المادة. كما أوصت الدراسة بإجراء المزيد من البحوث حول فعالية النموذج في متغيرات أخرى.
Critical review
دراسة نقدية: على الرغم من أن الدراسة تقدم إسهاماً مهماً في مجال التعليم، إلا أن هناك بعض النقاط التي يمكن تحسينها. أولاً، العينة المستخدمة قد تكون غير كافية لتعميم النتائج على جميع تلاميذ الصف الرابع الأساسي في سوريا. ثانياً، كان من الأفضل تضمين متغيرات أخرى مثل التحصيل الأكاديمي والمهارات الحياتية لتقديم صورة أشمل عن فعالية النموذج. ثالثاً، قد يكون هناك تأثير لعوامل خارجية مثل البيئة المدرسية ودعم الأهل، والتي لم يتم أخذها في الاعتبار. وأخيراً، يمكن تحسين الدراسة من خلال استخدام أدوات قياس أكثر تنوعاً ودقة.
Questions related to the research
-
ما هو الهدف الرئيسي من الدراسة؟
الهدف الرئيسي هو تقييم فعالية نموذج التسريع المعرفي في تحسين اتجاهات تلاميذ الصف الرابع الأساسي نحو مادة الدراسات الاجتماعية.
-
ما هي المنهجية التي اعتمدت عليها الدراسة؟
اعتمدت الدراسة على المنهج التجريبي، حيث تم تقسيم العينة إلى مجموعتين: ضابطة وتجريبية.
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ما هي النتائج الرئيسية التي توصلت إليها الدراسة؟
أظهرت النتائج وجود فرق ذو دلالة إحصائية بين المجموعتين لصالح المجموعة التجريبية، مما يشير إلى فعالية النموذج في تحسين الاتجاهات نحو المادة.
-
ما هي التوصيات التي قدمتها الدراسة؟
أوصت الدراسة بإجراء المزيد من البحوث حول فعالية نموذج التسريع المعرفي في متغيرات أخرى مثل التحصيل الأكاديمي والمهارات الحياتية.
References used
Adey, p,& other. (2002).Effects of a cognitive acceleration programme on year1 pupils, British Journal of Educational Psychology, 72, 1-25
Adey, P. (1999). The Science of Thinking and Science for thinking Adscription of Cognitive Acceleration through Science Education (CASE)", International Bureau of Education, P.O.Box199, 121 1 20Geneva Switzerland, P.43, from, http://www.ibe.unesco .org
Addey, p&Shayer, m&Yates, c. (2001): Thinking Science Students and Teachers Materials for the Case Intervention. (3rd edition) London
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intelligences strategy.
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group students and control group students in post application of attitude scale, due to
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Similar studies are suggested for different age stages and studying subjects.
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