The Impact of Bilateral Analysis Strategy and the Construction in Acquiring Geographical Concepts for Second Intermediate Students and Developing Their High-Ranking Thinking
Abstract
The current research aims to identify the effect of the dual-analysis strategy and the structure in the acquisition of the geographical concepts of the intermediate second grade students and the development of their high-grade thinking. The researcher used the partial experimental experimental design. The current research also identifies the second grade students in the secondary day schools of the General Directorate of Education (2017- 2018). The boys' school was deliberately chosen to be its students. The second grade was randomly chosen to represent the experimental group and the Yathrib Boys Secondary School for the group. Control. The study sample was 86 students, 42 students in the experimental group and 44 students in the control group.
The behavioral objectives of these chapters were designed for 115 behavioral purposes representing the six levels of Bloom's classification in the cognitive field (recall, assimilation, application, analysis, composition, and evaluation) according to the number of proposed classes per semester. ) Plan for each group as the researcher taught the groups himself during the duration of the experiment, which lasted (8) weeks of the second semester of the academic year (2017 - 2018).
- There is a difference of statistical significance for the experimental group in the achievement test and the size of a large effect of the independent variable reached (0.82).
- There is a difference of statistical significance for the experimental group in the high-level thinking scale and the size of the mean effect of the independent variable was (0.7)
