Volume 14 No 1 (2022): International Journal of Early Childhood Special Education
The Effect of the Strategy of Activating Prior Knowledge on the Acquisition of Syntactic Concepts among Fourth Preparatory Grade Students and the Development of their Systemic Thinking
Mansur Jasim Muhammed, Saad Alwan Hasan and Wisam Mukhlif Huseyn
Keywords: Strategy of Activating Prior Knowledge, Acquiring Concepts, Systemic Thinking.
This study aims to identify the effect of the strategy of activating prior knowledge on the acquisition of syntactic concepts among the fourth preparatory grade students and the development of their systemic thinking. The researchers adopted the experimental design of the two equal groups as being appropriate to the nature of the research. The research sample consisted of (56) female students of fourth preparatory grade intentionally selected from Al-Ifah High School for Girls. This sample was randomly divided into two groups, namely, experimental with (27) students and control with (29) students. The experimental group was taught the Arabic language using the strategy of activating prior knowledge, while the control group was taught the same subject using the traditional method. The two research groups were equalized statistically in a number of variables that are thought to affect the validity of the experiment. The researchers identified (13) syntactic concepts based on which the behavioral objectives that measure the processes of concept acquisition (definition, distinction and application) were formed. Teaching plans for both groups were designed as well. Two tests were designed to measure the research variables. The first test was on the acquisition of syntactic concepts, consisting of (39) items of multiple-choice; and the second test was on systemic thinking, consisting of (20) items. The validity, reliability and distinction of both tests were verified. The experiment lasted for 12 weeks. The results showed that the experimental group outperformed the control group in the tests of the acquisition of syntactic concepts and systemic thinking. In addition to the superiority of post-test of systemic thinking over the pre-test.
IssueVolume 14 No 1 (2022): International Journal of Early Childhood Special Education
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