The effect of using knowledge society strategies in developing geographical criticism and successful intelligence for students in the geography department in the College of Basic Education. | ||
| College Of Basic Education Research Journal | ||
| Article 13, Volume 17, Issue 2, July 2021, Pages 297-324 PDF (585.4 K) | ||
| Document Type: Research Paper | ||
| DOI: 10.33899/berj.2021.168500 | ||
| Authors | ||
| Dalia farook abdulkareem; Rawa bahaelden Mohamed* | ||
| Mosul university/ College of basic education | ||
| Abstract | ||
| The aim of this research is to identify the effect of using knowledge society strategies in developing geographical criticism and successful intelligence for students in the second year, in the geography department in the College of Basic Education in 2019-2020. In this research, we have included 44 students, male and female who distributed randomly. The first experimental group of 23 students were taught using knowledge society strategies and the control group of 21 students were taught in the usual way. To achieve the goal of this research, we have prepared two tools, the first of which was a test for geographical criticism consisting of 23 items. The test stability was 0.80 using Coder Richardson's equation 20, which is a high constant coefficient. While for the measure of successful intelligence, it consists of 28 items and its stability was extracted using the Pearson correlation equation and it was 0.75, which is a good stability factor. Using statistical methods, the results showed the superiority of the experimental group that was studied using the strategies of the knowledge society over the control group in terms of geographical criticism and successful emotional intelligence. Considering this, we presented a set of recommendations and suggestions, including: Emphasis on the use of the strategies of the knowledge society in teaching geography in the different academic stages, as it is a modern and effective study. We have suggested conducting a similar study and other studies. | ||
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