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   ‬

‫‪Online 1687-5796‬‬ ‫‪2018‬‬

‫ﻓﺎﻋﻠﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺇﺳﱰﺍﺗﻴﺠﻴﺔ "ﺍﻟﺘﻌﻠﻢ ﺍﳌﻌﻜﻮﺱ" ﻟﺘﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﻣﺎ‬

‫ﻭﺭﺍء ﺍﳌﻌﺮﻓﺔ ﻟﻠﻤﺸﻜﻼﺕ ﺍﻟﺮﻳﺎﺿﻴﺎﺗﻴﺔ ﻟﺪﻯ ﻃﺎﻟﺒﺎﺕ ﺍﳊﻠﻘﺔ ﺍﻟﺜﺎﻧﻴﺔ‬
‫ﻣﻦ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻷﺳﺎﺳﻲ ﻓﻰ ﺳﻠﻄﻨﺔ ﻋﻤﺎﻥ‬

‫ ‬
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‫‬ ‫
    ‬

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Abstract
The study aims to determine the effectiveness of the reflective learning
strategy in developing the skills of beyond knowledge , for the mathematical
problems of students of the second cycle of basic education in the Sultanate of
Oman.
Study Methodology: The study followed the semi-experimental method
by following the system of the two groups ( the control and experimental),
which depends on pre and post measurement.
Study tool: List of skills of the meta-knowledge, teacher's guide to
reflective learning, and testing of the skills of beyond knowledge of the
problems of mathematics.
Study Sample: The study sample consisted of (84) students from Al-Shifa
Primary School. The sample was divided into two groups: the experimental
study was taught with the reflective learning strategy and the control in the usual
way.
The most important results There is a statistical significant difference
between the two means scores of the experimental group students in the pre and
post-application in the skills included in the meta-knowledge test, as well as the
overall score of the test as a whole in favor of the post-application. There is a
significant statistical difference between both the mean scores of the
experimental and control groups in the post-application of the skills included in
the meta-test, as well as the overall score of the test as a whole for the benefit of
the experimental group. The effectiveness of the reflective learning strategy in
developing the knowledge-based skills of mathematics.

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The most important recommendations
Training pre - and in - service teachers and teachers on teaching based on
the reflective learning strategy, as demonstrated by the current study of the
effectiveness of the reflective learning strategy in the development of the skills
of beyond knowledge of the problems for the mathematics students. Pay
attention to the skills of beyond knowledge of mathematical problems and
inclusion in the books of mathematics in different educational stages to train
female students. Review the curricula of mathematics and its content and
presentation in an interesting way and formulate them in ways that exploite and
activate the skills of beyond knowledge of the students, so as to try and examine
,and move away from the focus on retention and memorization to aspects that
require the thinking and creativity of the students.
‫ﻣﻘﺪﻣﺔ‬

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:‫ﺍﳌﺮﺍﺟﻊ ﺍﻷﺟﻨﺒﻴﺔ‬
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flipped learning, Flipped Learning network. Flip your classroom: Reach
Every Student in Every Class Every Day. Washington, DC: International
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to Student Engagement, International Society for Technology in
Education: USA.
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student motivation in the online learning environment”, Computers &
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University for Teaching. Retrieved 10 mar, 2016. From:
http://www.cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom.
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American journal of psychology, vol. 10 (1).
- Educes (2013). available at: http://www.educause.edu search/apaches
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- Marlowe (2012). The Effect of the Flipped, Cara A, Classroom on
Student achievement and stress professional paper submitted in partial
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Interactive Science Simulation. ERIC: ED306008.
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lngulry and thinking alone of student with math difficulty. Doctor
Philosophy, Texas, A & M university.
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Research ”, available
at:http://www.mediacore.com/blog/studentperceptions-of-the-flipped-
classroom-new-research, Retrieved: 9/8/2016.
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Teaching ،and Assessment ،Theory in to Practice،41(4)220.
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