أثر إستراتيجية التعليم التعاوني والوثائق التاريخية في تحصيل مادة التاريخ عند طالبات معهد اعداد المعلمات
Find a problem identified the following points: 1) Lack of history teachers use strategies and methods and modern methods of teaching, including cooperative learning strategy and historical documents. 2) Weakness of teaching methods in the traditional collection and increase reliance on conservation and indoctrination. 3) Lack of active participation or interaction between the teacher and when requested by the use of traditional methods and techniques in teaching. Based on the foregoing lies the importance of current research, including the following: 1) The use of cooperative learning strategy and historical documents and apply them to see their impact in the collection of third-grade students of the Institute of preparation parameters. 2) Possible for this study should stimulate researchers to conduct a number of future studies to address the subject from another angle to open new horizons in the study of other variables related to cooperative learning strategies and no collection of historical documents. 3) One attempts to overcome the disadvantages of methods and techniques of traditional teaching of history and keep pace with the modern trends in education in the use of modern methods and strategies for teaching in the educational process. 4) Novelty of the subject by science researcher as there is no previous study addressed the cooperative learning and historical documents as independent variables, and the goal of current research to identify the impact of cooperative learning strategy and historical documents in the collection of students of the Institute of setting the parameters in the material Modern and Contemporary History of the Arab countries and identifies current research: 1) Institute of preparation parameters/ Alarm Bayaa. 2) Students of the third grade, the first semester of the academic year 2013/2014 from the Book of Modern and Contemporary History of the Arab countries to be taught by the Ministry of Education Edition 2013, and adopted the researcher experimental design with a control partial to both the two experimental groups and the control group a post test. The sample of the research has identified the researcher three people to be three groups of experimental and control group, and reached its final form 60 student by 20 students per group, and were rewarded with three groups statistically in variables such as chronological age and grades of students for the past year in history and educational attainment of the parents and the achievement test posttest, and the researcher also formulate behavioral objectives and the number 69 target behaviorally. And got historical documents relating to the teaching of the second experimental group promised lesson plans and achievement test posttest where researcher prepared achievement test in light of the behavioral objectives and content of scientific material consisted of 50 paragraph test of multiple choice and make sure sincerity and firmness, was calculated reliability coefficient way retail The midterm was 0.75, and corrected equation Spearman- Brown (Spearman- Brown), amounting to 0.82, which is good for the reliability coefficient test unregulated paragraphs have been analyzed by extracting the level of difficulty and discriminatory paragraph per paragraph. The trial began on Sunday, 11.03.2013 and lasted for 6 weeks, and ended on Sunday, 12/15/2013, the researcher has studied three groups after the end of the duration of the experiment were applied to the test sample reconnaissance on Tuesday, 17/12/2013, and then applied dimensional learning test on the research groups of the three on Sunday, 12/22/2013, and after analyzing the results of answers the students and treated statistically using the test samples t for two independent samples turned out the existence of differences with statistical significance between the average score for the achievement of the students research groups three and interest of students first experimental group that studied the material historical strategy of collaborative learning on the second experimental group and the control group, and in the light of the results presented the researcher's conclusions and recommendations and proposals. (Author’s abstract)