أثر أنموذج لورسباش في التحصيل الصوري لتلميذات الصف الأول الابتدائي في مادة العلوم وتنمية التفكير الحسي لديهن

الباحث

اسماء حمزة حسين يوسف النعيمي

المشرف

محمد جاسم عبد الامير

الجامعة

جامعة الموصل

الكلية / القسم

كلية التربية الاساسية / قسم التربية الخاصة

الشهادة

ماجستير

السنة

2024

لغة الرسالة

عربي

الكلمات المفتاحية

أنموذج لورسباش ; التحصيل ; التفكير الحسي ; مادة العلوم

A The effect of the Lorsbach model on the formal achievement of first- grade female students in science and the development of their sensory thinking Supervisor researcher a. Dr. Muhammad Jassim Abdul Amir Asmaa Hamza Hussein The current research aims to know the effect of the Lorsbach model on the formal achievement of first-grade female students in science and the development of their sensory thinking. To achieve the goal of the research, the researcher developed five null hypotheses. The research was limited to first-grade female students in Zahrat Al-Huda and Al-Abed primary schools for girls for the academic year (2023-2024). The researcher used an experimental design with two equal groups with partial control, where the experimental group was studied according to a model. Lorsbach, while the control group studied according to the usual method, and the size of the research sample was (66) female students, with (32) female students in the experimental group and (34) female students in the control group. The researcher conducted parity between the two research groups in the variables of the female students’ chronological age calculated in months. Intelligence, educational level of parents, pre-sensory thinking test. To achieve the goal of the research and its hypotheses, the researcher prepared an achievement test in science. The researcher also prepared a sensory thinking test. The reliability coefficient of the achievement test was () using the Kuder-Richardson equation (20), while the reliability coefficient for sensory thinking was () using the Kuder- Richardson equation ( 20), and these two coefficients are good and have an acceptable ratio. The experiment began in the first semester of the academic year (2023-2024) and lasted (8) weeks, as the researcher herself taught the research sample in the two aforementioned schools, and after processing the data and using the statistical bag, the results of the research showed: B the presence of a statistically significant difference between the two groups in The formal achievement test and the sensory thinking test for the benefit of the experimental group with the highest arithmetic mean, which was studied according to the Lorsbach model. In light of the results, the researcher came to a number of conclusions, including: 1- The Lorsbach model has a significant impact on the achievement of first-grade female students in science. 2- The effectiveness of using the Lorsbach model in developing sensory thinking among first-year primary school girls. According to the research results, the researcher presented a number of recommendations, including: 1- Directing the training and professional development divisions in the General Directorate of Nineveh Education to hold workshops, training courses, and introductory seminars for first-grade primary school teachers on the importance of the Lorsbach model, its effectiveness, and the steps for using it in the classroom environment. 2- The Educational Supervision Unit in the General Directorate of Nineveh Education directs science teachers in the primary stage to teach according to the Lorsbach model, as it has a positive and effective impact on formal achievement and the development of sensory thinking. The researcher also presented a number of suggestions for future studies, including: 1- Teaching science at different academic levels according to the Lorsbach model due to its impact on achievement and sensory thinking. 2- The effect of the Lorsbach model on the acquisition of scientific concepts by fifth-grade female students and the development of their deductive thinking skills

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