أثر انموذج كارين في تنمية مهارات التفكير المحورية لدى تلميذات الصف الخامس الابتدائي في مادة العلوم

Abstract

     The research aimed to identify the effect of the Karen model on developing the central thinking skills of fifth-grade primary school pupils in science. The research sample consisted of (69) female pupils from the fifth primary school pupils in Mosul city schools, and they were intentionally chosen from (Al-Farahidi School for Girls), which represented the experimental group (35) female pupils, and the (Culture for Girls) School that represented the control group (34) Schoolgirl, and the researchers conducted the equivalence process between the two groups in a number of variables 

     To achieve the goal of the research and test its hypothesis, this required the preparation of a major tool: a test of pivotal thinking skills, which consists of (18) paragraphs in the final formula. Re-testing to find stability, and by applying the Pearson correlation equation, its coefficient reached (0.73). The researchers also investigated the recognition of its paragraphs, and the effectiveness of their faulty alternatives.

After conducting the experiment on the two groups, the results showed that there were statistically significant differences at the level (0.05) between the average difference for the degrees of female pupils in the experimental group who studied according to the Karen model and the average difference for the pupils' degrees in the control group who studied according to the usual method in testing the axial and pre-thinking axial thinking skills, In light of the results of the research, the researchers recommended a set of recommendations and proposals.