أثر استخدام k.w.l. في تطوير المفاهيم الفنية لدى طلبة قسم التربية الفنية في مادة عناصر الفن
Considered material Anasralphen of important subjects in the educational aspect of the student, to being a key factor in building a professional painting components so you need this article to precision and care in teaching, and through the use of methods and techniques of modern helping to develop the technical concepts of the learner, and through the scoping study by the the researcher found a weakness and confusion and overlap between cognitive information therefore tended researcher to carry out this study, in order to solve this problem, based on the considered researcher of the founding studied through the use of strategy (k.W.L) to regulate the substance of art elements within the educational content is organized according to this strategy and testing on a sample from the first row Department of Technical Education students for the academic year 2012, 2013, be the research community from the first row of the departments of art education students in the faculties of Fine Arts in Iraq and for the academic year 2013-2014u albalg the 270 students, sample consisted search of grade I/ Department of Technical Education/ Faculty of Arts students Fine/ Diyala University, totaling 28 students, having been excluded students statistically owners of previous experience of teachers, totaling 4, and the exclusion of students with frequent absences, totaling 3. In order to achieve parity numerical been excluded one student, becoming a sample final form consisting of 20 students 10 students represent the experimental group and 10 students representing the control group, and to achieve the objectives of research has been formulated hypotheses zero following: 1) No statistically significant differences at the level of significance 0.05 between the average scores two students (experimental and control) on their answer to the paragraphs of the cognitive test tribal. 2) there is no statistically significant at the level of significance 0.05 between the average scores two students (experimental and control) on their answer to the paragraphs of knowledge post-test. 3) There were no statistically significant differences at the level of significance 0.05 between the average score group students (experimental) in cognitive test pre and post. Was built achievement test cognitive component 48 paragraph dealt with the elements (point, line, shape, size, color, texture, vacuum and space, optical value, balance) subjected to the coefficient of validity and reliability and analysis paragraphs statistically to verify the difficulty and the coefficient of discrimination and the effectiveness of the false alternatives coefficient, the equation of the body to measure the stability retail midterm. The results were used (statistical software) a 16 (spss) tests the following (test Mann-Whitney for two independent samples for parity, test and Caucasians, Pearson correlation coefficient of stability). The most important findings of the research are: 1) K.W.L effective strategy to raise the academic achievement compared with the normal way. 2) That the degree of influence of strategic K.W.L positive in raising academic achievement in material Anasralphen the first stage in the Department of Art Education. (Author’s abstract)