اثر استراتيجية المقهى العالمي في تحصيل مادة الكيمياء والتفكير المنتج عند طلاب الصف الاول المتوسط

حميد, مصطفى خالد (2020) اثر استراتيجية المقهى العالمي في تحصيل مادة الكيمياء والتفكير المنتج عند طلاب الصف الاول المتوسط. Masters thesis, جامعة بغداد - العراق.

Text اتر استراتيجية لمقهى العالمي في تحصيل الكيمياء.pdf Download (4MB)

Abstract

The current research aims to identify (Effect of The World Cafe strategy in the Achievement of Chemistry and productive thinking for 1st - year Intermediate Students), In order to achieve the aim of the research, the following two hypotheses were formulated: 1. "There is no statistically significant difference at the level (0.05) between the average scores of students of the experimental group that are taught according to the global cafe strategy and the average scores of students of the control group that are taught according to the usual method in the achievement test of chemistry." 2. "There is no statistically significant difference at the level (0.05) between the average scores of students of the experimental group that are taught according to the global cafe strategy and the average score of the students of the control group that are taught according to the usual way in the test of productive thinking." The semi-experimental design was partially controlled for two groups (experimental and control) with the post test for both chemistry achievement and product thinking. The research community was represented by middle-class first-grade students in government middle and secondary schools in the mechanic district of the General Directorate of Education in Baghdad / Al-Karkh second year for the academic year (2019-2020), and the research sample reached (64) students by (30) students for the experimental group that is taught according to The Global Café Strategy and (34) students of the control group who study according to the usual way. The experimental and control groups were rewarded with several variables, and it was found that there was no statistically significant difference between the two research groups at the level of significance (0.05), and this means that there is equivalence between the two groups, as the scientific subject identified the first four chapters of science for the year (2019-2020), The behavioral purposes of these (240) classes were formulated with a behavioral purpose, representing the six levels of Bloom's taxonomy in the cognitive domain, as well as preparing (34) teaching plans for each of the two research groups. As for the research tools, the achievement test was prepared from (40) objective paragraphs of the type (multiple choice) with four alternatives, one of which is correct, measures the levels (remembering, assimilation, and application). As for the productive thinking, the test was adopted from the thesis (Hilal). , 2018), as it consists of critical thinking, which consists of (15) paragraphs, divided into five skills for each skill (3) positions, and the other, creative thinking, which consists of (9) positions distributed among three skills for each skill (3) paragraphs. The validity of the two tools was verified after their presentation to a group of arbitrators, and the achievement test was applied to two exploratory samples, one of which is to find out the clarity of the paragraphs and the time of the answer and the other for the purpose of analyzing the test items statistically and calculating psychometric properties. After relying on a set of appropriate statistical means, the results showed: The experimental group, which is taught according to the global cafe strategy, outperforms both the achievement test for chemistry and the product thinking te In light of the results, the researcher made a number of recommendations: 1. Confirming the adoption of chemistry teachers by modern strategies in which the student is at the center of the educational process, especially the global cafe strategy that has proven effective in raising the achievement level of students. 2. Direct the teachers ’attention in their teaching to increase the productive thinking of their students in a way that enables the transfer of this thinking from the classroom to the practical life. 3. Interest in including chemistry curricula, especially in the intermediate stage, on questions that measure productive thinking and help them develop thinking for students. 4. Holding training courses to train chemistry teachers for the various stages on using the global cafe strategy in teaching chemistry, for their effectiveness in academic achievement and productive thinking.

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