The effect of the Geist and scientific stations strategies on the achievement of history and the development of comprehensive thinking among fourth-grade literary students in history

Abstract

The research aims to identify the effect of the Geist and Scientific Stations strategies on the achievement and development of comprehensive thinking among fourth-grade literary students in the subject of history. One of the features of comprehensive thinking is that it is a cognitive process. It is essential in the cognitive accumulation that a person possesses, and is characterized by its social nature and its systematic work that makes it exchange influence with the elements of the structure it is composed of. To achieve this research, the research assumed that there is no statistically significant difference at a significance level of (0.05) between the pre-application and post-application in the comprehensive thinking test for fourth-grade literary students when studying history using the Geist and Scientific Stations strategy. Research limits: The current research is limited to the following limits: Time limit: The first semester of the academic year 2023/2024 AD, Spatial limit: Diwaniyah Education Directorate, Human limit: Fourth-grade literary male students in a number of government middle and secondary schools affiliated with the Diwaniyah Education Directorate. To verify this hypothesis, the research built the achievement and thinking tests The comprehensive, and the validity and reliability coefficients of the two tests were extracted, and they were applied before and after on the research sample of (90) students from the fourth literary grade in Al-Zeitoun Preparatory School, and through the use of the T-test equation for two related samples, the results indicated the presence of a statistically significant difference, and in light of that, the results were interpreted and suggestions and recommendations were made.