فاعلية استراتيجية التفاعل المعرفي في اكتساب المفاهيم التربوية لدى طلبة كليات التربية الاساسية في مقرر طرائق تدريس الجغرافية والتفكير النقدي لديهم

Abstract

The research aims to identify the effectiveness of the cognitive interaction strategy in acquiring educational concepts among students of basic education colleges in the course of geography teaching methods and critical thinking. The researcher adopted the experimental method with an experimental design for two equivalent groups. The researcher chose the research community as the basic education colleges in Iraq for the academic year (2024-2025 AD) in which the number of sections for students is not less than The third stage consisted of two sections. The researcher randomly selected her research sample consisting of (98) male and female students from the College of Basic Education/University of Babylon, with (50) male and female students from Section (C) and (48) male and female students from Section (A), after excluding the failing students, numbering (7) students, with (3) students from the experimental group and (4) students from the control group. The researcher rewarded the students of the two groups in the following variables: (chronological age calculated in months, previous information, intelligence test, and critical thinking test). The researcher prepared two tests, one to measure the acquisition of educational concepts and the other a critical thinking test. The educational concepts acquisition test consisted of (63) paragraphs, while the critical thinking test consisted of (36) objective paragraphs. After presenting them to a group of The validity, reliability, difficulty coefficient, discriminatory power, and effectiveness of false alternatives were verified by the arbitrators in the curricula and teaching methods of geography, educational sciences, and psychology. The researcher herself taught the two research groups in the experiment, which lasted for a full semester. She analyzed the results using appropriate statistical methods, including the t-test for two independent samples. The results showed that the students in the experimental group outperformed the students in the control group.