نوع المستند : المقالة الأصلية
المؤلفون
1 قسم المناهج وطرق التدريس (العلوم-الکيمياء)- کلية التربية – جامعة أسيوط- جمهورية مصر العربية
2 قسم المناهج وطرق التدريس (العلوم البيولوجية)- کلية التربية – جامعة أسيوط - جمهورية مصر العربية
المستخلص
الكلمات الرئيسية
الموضوعات الرئيسية
عنوان المقالة [English]
المؤلفون [English]
The aim of the research is to identify the effect of the interaction between the strategies of guided imagery and digital stories in the development of some higher order thinking skills and scientific inclinations for first-grade students of middle school. The research tools were applied before and after, and the results showed that there were statistically significant differences between the experimental and control group on both the higher order thinking skills test and the scientific inclinations scale in favor of the experimental group, where the value of “T” was (19.21), (24,49), respectively. They are significant values at the level (0.01), and there is a statistically significant difference between the pre- and post-application of the experimental group on both the higher thinking skills test and the scientific inclinations scale in favor of the post-application, where the value of "T" (18.41), (27.71) respectively, and they are function values at the level of significance (0.01), and the research also found a statistically significant correlation between the students’ scores on the thinking skills test and the high level of their scientific inclinations. The use of both digital stories strategy and directed imagination in developing thinking skills and scientific inclinations among the sample students, which was confirmed by the results of the effect size, where the values of the ETA square reached 0.904 and 0.955 on both the test and the scale, respectively.
الكلمات الرئيسية [English]
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