الفهرس 
الفصل الأول:مدخل الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Different disciples among themselves in mental abilities as well as the tendencies and trends as well as problem solving and thinking, all these differences illustrate the need for educational strategies take into account these differences and meet the needs of the learner to the extent that it can achieve the objectives of learning, and then used to encourage the learner to do educational activities and the acquisition of expertise and reduce
Incorrect responses and access to the desired results.
Has chosen the researcher’s theory ”Piaget” Piaget to adopt the foundations of the current study because this theory of theories which referred to the evolution of the structure of mind of the individual with the passage of time through the use and vary from one individual to another and also vary with per capita period of time to another and are developed infrastructure mental per capita by trying to restore superlative after losing to him which leads to an increase in infrastructure mental or modify or replace some of which means that the behavior of the individual adjustable due to the individual’s need to restore the balance that certainly lost this through the processes of absorption and convenience.
The development of the conceptual comprehension of pupils at the primary stage of necessities as the student basic concepts of various sciences begin in formation at this stage.
Research problem:
The current study is trying to identify the effectiveness of a program based on some of the strategies and metacognition in developing the conceptual comprehension of primary school students in the light of the theory of Jean Piaget, by answering the following main question:
What the effectiveness of a program based on metacognition in developing the conceptual comprehension of primary school students?
The ramifications of this question the president the following sub-
questions:
1 - Are there differences between the experimental group and the control group in the post application of the conceptual absorb?
2 - Are there any differences between pre and post measurements of conceptual accommodate the experimental group?
3 - Are there differences between the two measurements posttest and to accommodate the conceptual experimental group?
Objectives of the study:
The present study aims to identify the impact of the use of the program based on metacognition in the development of conceptual comprehension of students at the primary level.
The importance of the study:
Contributed to the study:
1. Provide tools could benefit the court based on the educational process at the primary level in the measurement of how well students absorb the concepts and decision-making so special.
2. Developing conceptual comprehension among students through the program and thus can be deployed between teachers and trained to use it.
3. Improve the capacity of students to choose appropriate and effective strategy for learning.
The study hypotheses:
In light of the problem of the current study, its objectives, and its questions has been validated for the following hypotheses:
1 - There are significant differences between the mean scores of the experimental group and the control group in the post application of the conceptual accommodate for the experimental group.
2 - There were statistically significant differences between the mean scores of pre and post measurements of conceptual accommodate the experimental group in favor of the post.
3 - There are no statistically significant differences between the mean scores dimensional measurements and the conceptual accommodate the students in the experimental group.
Tools of the study:
The researcher used the following tools in the study:
1 - draw a man test for Godanv Harris rationing ”Hanafi Fatima” (1983).
2 - Level scale economic and socio-cultural developer of the Egyptian family setting ”Mohamed Bayoumi Khalil” (2003).
3 - conceptual comprehension test (prepared by the researcher).
4 - a program based on metacognition (prepared by the researcher).
Methodology:
The study used a quasi-experimental approach so as to appropriateness of the nature and objectives of the study, which aims to impact statement ”independent variable” It is a program used in the current study, the dependent variable is the conceptual comprehension of
elementary school pupils.
The study sample:
Selected a sample of 62 male and female pupils, has been divided into (31) pupils and experimental sample (31) pupils a control sample of fourth grade students Sunrise School Experimental Language School in Beni Suef.
The limits of the study:
Determine the results of the current study sample used are 62 male and female pupils at the primary in Beni Suef and tools, a measure of assimilation conceptual and program-based metacognition are both prepared by the researcher, as determined by the results methods of statistical used a t-test for samples associated and non-associated.
Statistical methods:
Results of the study:
The results of the present study confirm the effectiveness of the program based on metacognition in the development of absorption conceptual have primary school students has shown results of the study on the existence of a statistically significant difference in absorption conceptual between the average scores before and after the experimental group for each of the dimensions (economic, environmental) in favor of post application, as is indicated by the results also on the existence of a statistically significant difference between the average measurement posttest degrees of the experimental group and the control group in favor of the pilot, as well as the results showed that there was no statistically significant difference between the mean scores measurements posttest and to accommodate the conceptual to the experimental group.