The Effect of the P.L.A.N Strategy on Developing the Cognitive Representation of Fourth-grade Literary Students in the Subject of History

Abstract

The current research aims to identify the impact of the PLAN strategy on the development of knowledge for students of the fourth literary grade in the subject of history, and the researcher has put the hypotheses, including that there are no statistically significant differences at the level (0,05) between the average scores of the students of the experimental group who study the subject of history B (PLAN strategy) and the students of the control group who study the same subject (the usual method) in the post-cognitive representation test. Cognitive representation, tribal and dimensional. The researcher chose two schools in the Samarra Education Department to conduct his experiment, the number of students of the research groups reached (69).) Students of (34) students for the experimental group and (35) students for the control group prepared a test of cognitive representation that consisted of (25) items, which were presented to a group of experts and specialists to verify the validity of the test and to analyze its paragraphs and calculate its stability, and after analyzing the results of the answers of the sample students and treating them statistically Using the appropriate statistical means, it was found that all the test items are valid, and to calculate the stability of the test, Couder-Richardson coefficient-20 was used, as the reliability was (0.84), which is Good stability factor. After the procedures we figured to the average scores of the experimental group students in a test of cognitive representation and in favor of the post, and the results also showed a statistically significant difference between the average scores of the experimental group students in the pre and post tests Cognitive representation.