فاعلية أنموذج روبرتس في تحصيل وتنمية التفكير الفلسفي لدى طلاب الصف الرابع الاعدادي في مادة التاريخ

Rp-Activation of Robert's Method in Attainment and Improvement of the Philosophical Thinking to Students of Fourth Preparatory Class in.pdf

The current era witnessed rapid cognitive transformations and complex intellectual challenges demanding development of learners’ abilities for the philosophical thinking that enables them to deeply understand and analyzed issues logically and inductively with shining visions. History material is prominent due to the events and examples it carries as a fertile field for improving these abilities that grant students an activating chance with various points of views, analyzing causes and results, and evaluating accidents in their different contexts.
The research, in this context, obtains a great significance by active and modern teaching methods to carry out aims of teaching history and trespass the traditional styles that focus on memorization and conning Robert’s method is considered one of the modern teaching samples that focus on constructing knowledge through deducting and thinking; the matter that makes it a promising option to reinforce the teaching attainment and developing the high thinking skills for learners.
Based on the increasing significance of the philosophical thinking to students and roles of the modern teaching method in carrying out that, the current research investigates’ Activation of Robert’s method in attainment and improvement of the philosophical thinking to students of fourth preparatory class in history subject’.
The study in principle, aims at answering the basic following questions: what is the activation of the use of Robert’s method in proving students’ level of fourth preparatory class in history subject? Therefore, to check that, the researcher presented the following nil hypotheses.
1. There are no differences of statistical references at the level ( 0.05) in attaining the material of the Arabic Islamic civilization between the experimental group students who studied in accord with Robert’s method and attaining level of the control group students who studied in the traditional way.
2. There are no differences of statistical references at the level ( 0.05) in attaining the philosophical thinking skills between the experimental group students who studied in accord with Robert’s method and attaining level of the control group students who studied in the traditional way.
3. There are no differences of statistical references at the level ( 0.05) For the anterior and posterior of the experimental group students in activation of Robert’s method in developing the philosophical thinking.
The research sample consisted of 60 students of the preparatory stage found in the preparatory schools in the center of holy Kerbala province for the academic year ( 2024-2025) of the morning study distributed on two groups; each group has 30 students equivalence was made between the two groups ( age counted by months, first semester marks, smartness level, father’s academic level, mother’s academic level). The researcher constructed level of the philosophical thinking test to measure the level of preparatory stage to students. Test’s validity, stability, and recognition power were checked before applying it on the main research sample. The researcher also applied the posterior attainment test on the two groups: the experimental that studied on Robert’s method and the control group students who studied in the traditional way.
The result that were obtained by the T. teat for two independent samples to be statistically dealt with, showed that there were difference of statistical references between the control group degrees and the experimental group. The differences came for the benefit of the experimental group that Robert’s method was applied on it. Thus, based on these results, a group of recommendations were formed as the following:
1.The emphasis on the teacher’s important role in the learning process of the necessity of having his entire responsibilities in directing, evoking, enabling students to rely on themselves and to reinforce the mutual trust between them and their teachers and colleagues in the study applying the modern learning methods, where
2. Organizing specialized training courses for preparatory stage teachers aiming to provide them with knowledge and skills required for applying the modern learning methods where Robert’s cluster method was the most important with efficiency and activation.
3.Performing training and preparation department to reinforce and develop the specialized teaching competence for the learning staff by designing and implementing specialized and advanced training programs that focus on providing them with modern syllabus and invented learning styles to ensure raising the teaching performance level and improving the educational process quality.
The researcher also presented a number of suggestions included:
1. Making a similar study to know the influence of Robert’s method on other variables as other thinking types ( the creative, invented, arranging, scientific).
2. Making a study about activity of Robert’s method in blended learning environments concerning attaining and improving the philosophical thinking to students of fourth preparatory class in history subject.
3. Making a comparative study between Robert’s method and other samples of the educational designs.