شبكة المعلومات العربية التربوية

The research aims to identify the current (effective use of epistemological graphic organizations in the collection of literary fifth grade students in history and attitudes towards it) in order to verify this goal researcher formulated the following two hypotheses: 1) there is no difference statistically significant at the level (0.05) between the average achievement scores for the experimental group students who are studying using cognitive graphic organizations and the average achievement scores for the control group students who are studying in the traditional way. 2) There is no difference statistically significant at the level (0.05) between the average scale scores of the trend towards a history of his request for the experimental group who are studying using cognitive graphic organizations and the average scale scores of the trend towards a history of the control group students who are studying in the traditional way. The study found the following results: there is a statistically significant difference at the level of significance (0.05) and in favor of the experimental group that studied the use of cognitive graphic organizations on the control group, who studied in the traditional way in the achievement test. In light of these results came researcher multiple conclusions from them: the use of strategic graphic cognitive organizations in teaching the modern history of Europe and with the contemporary literary fifth grade students in the middle school has a big impact and effective in raising the level of achievement compared with the traditional method. The researcher also recommended several recommendations: possible to rely on cognitive organizations graphic strategy in teaching modern European history and contemporary literary fifth grade. (Published abstract)