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E-ISSN : 2249 - 4642 | P-ISSN: 2454 - 4671
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The Effect of Mediator Teaching Strategy (M.I.T) in the Productive Thinking of Fourth Grade Student in Chemistry Subject
Dr. Ahmed Laibi Hussein Al-Tamimi, Israa Naji Kadom
Volume: 13 Issue: 4 2023
The purpose of the study is to determine how the mediator's approach affects the fourth-grade chemistry students' ability to think critically. In order to clarify the study's objectives, the following zero hypothesis was proposed:: The mean scores of the experimental group's students who studied using the mediator strategy and the control group's students who studied using the standard method on the productive thinking test did not differ statistically significantly at the level of significance (0.05). The sample of the research consisted of (70) students from the fourth scientific grade, they were split into two groups: an experimental group and a control group, and each group received rewards in the following variables: (Age in months, prior knowledge of chemistry, and prior chemical-related accomplishments and productive thinking test), the productive thinking scale was adopted as a research tool, which consists of critical thinking of (15) items distributed over five abilities, each ability has three positions, and creative thinking that It consists of nine positions distributed among three skills. Each skill has three paragraphs. The data were treated statistically by statistical means (the t-test, the Kueder-Richardson-20 equation, and the alpha-Cronbach equation). The outcomes led to a statistically significant difference. In light of the findings from the research, the researcher recommended a variety of suggestions and recommendations.
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