أثر استراتيجيتي pdeode و pq4r في تنمية التفكير التأملي والكفاءة الذاتية في الرياضيات لدى طالبات الصف التاسع الأساسي بفلسطين
This study investigates the effect of PDEODE and PQ4R strategies on the development of reflective thinking and self-efficacy in mathematics among ninth grade female students in Palestine. PDEODE and PQ4R are two educational strategies based on constructivist theory, each consisting of six sequential steps, the steps of the PDEODE strategy are: prediction, discuss, explain, observe, discuss, explain, while the steps of the PQ4R strategy are: preview, question, read, reflect, recite, review. The experimental approach was used in a quasi-experimental design based on the application of pre-post measurement. The sample of the study consisted of (96) ninth grade students. It was intentionally chosen from the students of Al-Mughraqa Preparatory Girls School, and the sample was divided into three groups. The first experimental group studied using PDEODE strategy, the second experimental group studied using PQ4R strategy, and the third control group studied using the usual method. The study materials and tools included the teacher's guide, the reflective thinking test, and the self-efficacy scale. The results of the study are as follows: There are statistically significant differences at the level of significance (a = 0.05) between the mean scores of the students of the three experimental groups and the control group of the ninth grade in the reflective thinking test and the self-efficacy scale in mathematics in favor of the two experimental groups. The study showed that the size of the effect of the two strategies was large, and that there is a statistically significant positive correlation at the level of significance (a = 0.05) between the degrees of reflective thinking and self-efficacy in mathematics among female students of the two experimental groups of the ninth grade in Palestine. The study recommended training mathematics teachers to use PDEODE and PQ4R strategies in teaching mathematics for all grades. (Published abstract)