استخدام استراتيجية العصف الذهبي في التبرير التناسبي وأثرها على التصورات التعليمية والتوجه الدفعي لدى المتعلم

Abstract

The present study aimed to identify the effect of using the proportional justification brainstorming strategy on the learner's educational perceptions and motivational orientation, as well as the degree to which mathematics teachers use the proportional justification brainstorming strategy. The tools were tested on a sample of (35) mathematics teachers from high schools in the city of Biskra and (45) students in the second year of high school Mohamed Mansouri Mashounch, and the basic sample of the study was chosen intentionally and the study tools were applied to it, and consisted of (50) mathematics teachers in high schools in the city of Biskra, and (31)students in the second year of high school mouhmed Grouf. The Pedagogical Perceptions Scale and the Motivational Orientations Scale were applied using a guide developed to conduct lessons in a unit of study using a brainstorming strategy.To achieve the objectives of the study, we relied on the descriptive approach and the quasi-experimental approach for a group with pre- and post-measurement.The following statistical methods were used: arithmetic means, standard deviations, a T-test sample, and the Eta²η square equation to measure the effect size of the brainstorming strategy. The study revealed that : - Mathematics teachers make extensive use of the brainstorming strategy. - There are statistically significant differences at the significance level (0.01) between students' mean scores in the pre- and post-measurement on the (quantitative) educational perceptions scale due to the proportional justification brainstorming strategy in favor of the post-test. - There are statistically significant differences at the significance level (0.01) between students' mean scores at pre- and post-test on the qualitative educational perceptions scale due to the proportional justification brainstorming strategy in favor of the post-test. - There are statistically significant differences at the significance level (0.01) between students' mean pre- and post-test scores on the qualitative educational perceptions scale due to the proportional justification brainstorming strategy in favor of the post-test. - There are statistically significant differences at the significance level (0.01) between students' pre- and post-measurement mean scores on the educational actuality perception scale due to the proportional justification brainstorming strategy in favor of the post-test. - There are statistically significant differences at the significance level (0.01) between students' pre- and post-measure mean scores on the internal motivational orientation scale due to the proportional justification brainstorming strategy in favor of the post-measure. - There are statistically significant differences at the significance level (0.01) between pre- and post-measure students' mean scores on the external motivational orientation scale due to the proportional justification brainstorming strategy in favor of the pre-measure. - There were no statistically significant differences between students' mean scores in the post and follow-up measures on the educational perceptions scale due to the proportional justification brainstorming strategy. - There were no statistically significant differences between students' mean scores in post and follow-up measures on the motivational orientation scale due to the proportional justification brainstorming strategy.