The effect of using the cognitive apprenticeship strategy in teaching social studies on developing concepts and visual thinking among first-grade secondary school students

Abstract

The current research aims to know the effect of using the cognitive apprenticeship strategy in teaching social studies on the development of concepts and visual thinking among first-grade secondary school students. The researcher used the experimental approach with a quasi-experimental design. I prepared a teacher's guide in teaching the "Palestine Cause" unit from the Social Studies course using the cognitive apprenticeship strategy. She also prepared a concept test and a visual thinking test., The number of students in the experimental and control groups reached (50) students, and the results of the research resulted in the presence of statistically significant differences between the mean scores of the experimental group (which studied the unit using the cognitive apprenticeship strategy). The control group (Which studied traditionally) in the post-application to test concepts and test visual thinking in favor of the experimental group. The value of ETA square )2( in calculating the size of the effect showed the effect of using the cognitive apprenticeship strategy in developing concepts and visual thinking to a large extent. The researcher recommended using the cognitive apprenticeship strategy to develop concepts and visual thinking in the field of teaching social studies at the secondary level. I reformulated and organized the content of the social studies course according to the cognitive apprenticeship strategy so that the student becomes positive and participates in the responsibility of her education.