أثر استعمال استراتيجية التخيل الموجه في اكتساب المفاهيم التاريخية لدى طالبات الصف الخامس الابتدائي في مادة التاريخ
The research aimed to investigate (The effect of using the guided imagination strategy on the acquisition of the historical concepts of the fifth grade female pupils in the history subject) by checking the null hypothesis: there is no difference with a statistically significance at the level of 0.05 in the average the marks between pupils who studied with guided imagination strategy comparing with their studied with traditional way in the historical concepts gaining, the researcher choose experimental design. The researcher, randomly, choose a sample of female pupils from the fifth grade from Ramadhan Mubarak school for girls which token by randomly choice from Al-Omara elementary governmental schools of the year 2013-2014 and chose randomly too group (A) to represent the experimental group 21 pupils, and (B) to represent the control group number of 21 pupils. The two groups equivalence done by following variables :-)age in months, educational achievement of fathers, educational achievement of mothers, marks of in history mid-year Exam (2013– 2014), intelligence. The researcher formulated behavior aims depending on (knowledge, understanding, and application) from knowledge field of Bloom Classification containing 127 behavioral target, where the researcher undertaken study plans include16 plan for the experimental group and 16 to the control group, the researcher also prepared teaching plans, which offered two plans on typical group of experts, specialists, to know the validity and suitability. The research objective required selecting acquiring historical concepts (form choose of several kinds), it consists of (45 articles), at the end of the experiment, the researcher applied the experiment of acquiring historical concepts on the two groups students on Wednesday 24/4/2014. The researcher studied the two groups by herself, the experiment started from Thursday 20/2/2014 to Tuesday 22/4/2014. The following statistical methods used for treatments: t-test for two independent samples, Chi-square, Coefficient of the difficulty, discrimination, Pearson’s correlation coefficient, Kuder Richardson – 20). The results were in favor of the experimental group pupils who studied history using guided imagination on the control group students who studied history by traditional way, according to the above mentioned results, the researcher made number of suggestions and recommendations. The researcher recommends the following: 1) Emphasis on the use of the guided imagination strategy in teaching history subject for its importance in acquiring the concepts. 2) Make developing courses to train teaching staff on use of the guided imagination strategy. To complete what the research reached, the researcher recommends making the following studies: 1) Make similar researches on other studying years on both sexes to know the affect of using the guided imagination strategy on acquire the concepts. 2) Study the affection of the guided imagination strategy with other teaching methods to show its affection in developing the concepts. (Author’s abstract)