Open AccessTeaching chemistry According to the Accelerator Cognitive Strategy and its Impact on the Achievement and the Development of Scientific Thinking of the First Grade Students
Author(s) -
Suhad Abdul Ameer Abbood
Publication year - 2018
Publication title -
al-ustād̲
Language(s) - English
Resource type - Journals
eISSN - 2518-9263
pISSN - 0552-265X
DOI - 10.36473/ujhss.v220i2.492
Subject(s) - mathematics education , scientific thinking , cognition , test (biology) , achievement test , psychology , critical thinking , thinking processes , persistence (discontinuity) , chemistry , standardized test , engineering , statistical thinking , paleontology , geotechnical engineering , neuroscience , biology
The study aimed to know the effect of acceleration of knowledge in the achievement and the development of scientific thinking among students of the first grade average, compared to the usual way strategy, formed the research sample of 55 students, it has been Tozaahn randomly into two groups rewarded in the variables (chronological age and attainment former chemistry in half year and educational attainment of the parents and scientific thinking). Dُrst experimental group of (28) students in accordance with the accelerator cognitive strategy, and studied group (control group) and of the number of members (27) students in the usual way.
The achievement test preparation according to the levels of Bloom (remember, absorb and apply the analysis), was checked by a charity and persistence, and the measure of scientific thinking in chemistry. After applying Odata Search results revealed a statistically significant difference in favor of the experimental group students who studied in accordance with the accelerator cognitive strategy in the test grades as well as in scientific thinking in chemistry scale.