شبكة المعلومات العربية التربوية

يرمي البحث الحالي إلى التعّرف على "فاعلية نموذج ويتلي البنائي في التحصيل وتنمية الذكاء الوجداني على طالبات الصف الاول المتوسط في مادة التاريخ" حيث اعتمدت الباحثة على التصميم التجريبي ذي المجموعتين المتكافئتين (التجريبية والضابطة)، واختارت مدرسة الزوراء بطريقة عشوائية لإجراء التجربة وكانت تحتوي على شعبتين للصف الاول المتوسط، اذ بلغ عدد طالباتهما (60) طالبا وبطريقة السحب العشوائي مثلت شعبة (أ) المجموعة التجريبية وتشمل (30) طالبا ومثلت شعبة (ب) المجموعة الضابطة وتشمل (30) طالبا. وفيما يتعلق بأدوات البحث اعدت الباحثة اختبارا تحصيليا مكون من (60) فقرة، وقد تم حساب الصدق الظاهري وكذلك صدق المحتوى ومعامل التمييز والصعوبة وفاعلية البدائل وتم استخراج ثبات الاختبار بطريقة (Kuder - Richardson 20) حيث بلغ معامل (0.83318) أما الأداة الثانية فقد تمثلت بمقياس للذكاء الوجداني تكون بصورته النهائية من (50) فقرة على وفق نظرية جولمان للذكاء الوجداني وتم حساب الصدق الظاهري وصدق البناء ومعامل التمييز واما ثبات المقياس فقد استخرج بطريقة الفاكرونباح (0.843199) وبعد تحليل النتائج احصائيا باستعمال الحقيبة الاحصائية للعلوم الاجتماعية (SPSS-10) وبرنامج (Microsoft Excel) اظهرت النتائج تفوق طالبات المجموعة التجريبية اللواتي درسن على وفق نموذج ويتلي البنائي على طالبات المجموعة الضابطة اللواتي درسن على وفق الطريقة الاعتيادية في اختبار التحصيل ومقياس الذكاء الوجداني. (الملخص المنشور)

The current research aims to identify the effectiveness of the model and follow the development of emotional intelligence on the students of the first grade of a high school in the subject of history and to achieve the goal of the research formulated the first two hypotheses , the first related to collection and the second related to emotional intelligence. The remote , the researcher adopted the experimental design of the two groups (experimental, and control), and chose the Al-Zora School in a deliberate way to conduct the experiment, and it contains two classes for the first grade average, the number of students (60) students. In the random selection method, (A) the experimental group consisted of (30) students, and (B) the control group represented 30 students. The researcher rewarded the students of the two groups statistically in a number of variables, namely: intelligence, age calculated by months, parental achievement, the history exam scores for half-year, and cardiac emotional intelligence test. The researcher identified the topics that will be studied during the period of the experiment in chapters fourth, fifth and sixth of the book of ancient civilizations approved by the ministry of education in the republic of Iraq. She also formulated 170 behavioral goals for these subjects between knowledge, understanding, application and preparation of teaching plans for both groups. These models were also presented to two groups of arbitrators. The researcher prepared a 60- paragraph test and a measure of emotional intelligence consisting of 50 paragraphs. And verified their honesty by presenting them to a group of arbitrators and were proved by applying them to a survey sample. The experiment was applied in the second semester of the academic year 2016-2017. The researcher studied for herself the two groups for a period of twelve weeks. After the end of the experiment, the researcher conducted a cognitive test and a measure of emotional intelligence. The researcher used the statistical program SSPS and Microsoft Excel to show the results. The results of the research are as follows: 1) there was no statistically significant difference between the grades of the students of the first experimental group who studied the Whitley model and the second experimental group to study the normal method in the achievement test. 2) There is no statistically significant difference between the scores of the students of the first experimental group, which studied the Whitley model and the control group, which was studied in the standard method of the emotional intelligence dimension of the first trial group. Based on the results of the research, the researcher reached the following conclusions: 1) effectiveness of the structural model Whitley raise the level of transfer in the first class students. 2) There is no trace of the structural model in the development of emotional intelligence in the first grade students. The researcher recommended a number of recommendations, including: 1) the Whitley model was developed as a subject taught in curriculum and teaching methods in the institute of teacher training, faculties of basic education and the college of education. 2) Take advantage of Whitley’s constructivist model in teaching history in the high schools. In order to complete this research, the researcher developed a number of proposals, including studies aimed at: 1) the effect of the structural model in other variables such as deductive thinking and enjoying the study of history. 2) The effect of the use of models and instructional strategies with this model to stabilize and develop emotional intelligence to study history. (Published abstract)