The Implemented Guidance Strategy and the Effectiveness of its Teaching in Acquiring Educational Concepts And Scientific argumentation Skills among Students of the College of Basic Education in the subject of Teaching thinking

Abstract

        The aim of the research is to identify “the effectiveness of the implemented guidance strategy in acquiring educational concepts and scientific argumentation skills in the subject of teaching thinking among students of the College of Basic Education.” To achieve the two objectives of the research, two null hypotheses were formulated. The researchers adopted an experimental design for two equal groups. They chose the first-grade teacher’s section intentionally. Conducting equivalence for the two groups in the variables: (previous information, intelligence), and with regard to the two research tools, a test for the acquisition of educational concepts

 consisting of (36) items was prepared, and the second tool was the scientific argumentation skills test consisting of (20) items distributed over five skills, which are (Setting priorities, determining cause and effect, verifying arguments, distinguishing between truth and claim, identifying rejection and counter-argument). Honesty, reliability, the coefficient of ease and difficulty, the coefficient of discrimination, and the effectiveness of false alternatives for this test were calculated. The results showed that the students of the experimental group who studied with the accomplished guidance strategy outperformed the students of the experimental group. The control who study according to the effective lecture method in acquiring educational concepts for the subject of teaching thinking and improving scientific argumentation skills among students of the first grades teacher’s department. In light of this, the researchers came up with a number of conclusions, recommendations and proposals that were mentioned in the fourth chapter