The impact of the circular house strategy on the systemic thinking of middle school students in geography | ||
| College Of Basic Education Research Journal | ||
| Article 11, Volume 18, Issue 4, December 2022, Pages 243-266 PDF (947.62 K) | ||
| Document Type: Research Paper | ||
| DOI: 10.33899/berj.2022.176436 | ||
| Author | ||
| roslia basam* | ||
| Mosul University - College of Education for Human Sciences - Geography Department | ||
| Abstract | ||
| The current research aims to identify the effect of the circular house strategy on the systemic thinking of middle school students in the subject of geography. To achieve the goal of the research, the researcher formulated two null hypotheses, and deliberately chose a sample of fifth-grade students of middle school / literary from Homs High School for Girls for the academic year (2020-2021), and in a simple random way, she chose Division (A) to represent the experimental group that is taught by the circular house strategy, while Division (B) became the control group and is taught in the usual way, and the research sample reached (33) students, with (17) students for the experimental group and (16) students for the control group. The researcher was rewarded between the two research groups in the following variables, the general average for the past year, the achievement in geography for the past year, the chronological age calculated in months, the degree of intelligence and the achievement of the father and the achievement of the mother. Both (Round House Strategy and the Ordinary Method). As for the tool, it was a systemic thinking test, which in its final form consisted of (5) questions that included (11) paragraphs, and its validity, stability and distinction were verified, and all of them appeared within the acceptable range. | ||
| Keywords | ||
| The impact of the circular house strategy on the systemic thinking of middle school students in geography,,; ,،,؛the circular house strategy,,; ,،,؛systemic thinking,,; ,،,؛middle school students,,; ,،,؛geography | ||
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