Investigation of the effectiveness of teaching based on the steps of the ORelly strategy in productive thinking and knowledge beliefs of fourth-grade students

Abstract

The research aims to identify the investigation of the effectiveness of teaching based on the steps of O’Reilly’s strategy in productive thinking and the cognitive beliefs of fourth-grade students . The research community requires choosing one of the secondary schools in Baghdad / Al-Karkh third for the academic year (2018-2019), as the research experiment began on 10/18/2018 and ended on 12/27/2018, the researcher chose the study sample from all second-grade students The average of Khawla Bint Al-Azwar intermediate school for girls, intentionally, and the number of (62) students, distributed randomly between two classes, namely (C and B). The total number of students in Division C was (31) students studying according to the steps of the O’Reilly strategy, and the total of students in Division (B) were (31) students who study in the usual way. The parity of the two groups was verified, namely: Age in months. The degree of intelligence, previous academic achievement of chemistry in the third intermediate grade for the academic year (2018), and the two groups were equal in all variables. As for the research tool, the researcher prepared the productive thinking test, the final form of which consisted of (40) paragraphs, and the cognitive belief scale, the final form of which consisted of (50) paragraphs, and after the researcher completed conducting the research experiment according to what was planned, namely the productive thinking test and scale Cognitive beliefs, the superiority of the experimental group that studies according to the steps of the O'Reilly strategy in productive thinking and cognitive beliefs was found over the control group that studies in the usual way