The Effect of The Prior and Acquired Knowledge Strategy (K.W.L) On the Achievement of The Second Intermediate Grade Students in Mathematics and Their Reflective Thinking
The current research study aimed to find out the effect of the previous and acquired knowledge strategy (K.W.L) on the achievement of the second-grade intermediate students in mathematics and their reflective thinking, as the research sample consisted of (50) students divided into two groups, the first group (25) students representing the experimental group that studied According to the strategy of (K.W.L) and the second group (25) students also, which represents the control group that was studied according to the usual method. The experiment was implemented through the use of its requirements, the most important of which are the study plans prepared for the experimental and control groups, the application of the post-achievement test and a measure of reflective thinking after verifying their validity and consistency. By treating the data statistically, the results were as follows:
1. There is a statistically significant difference at (0.05) level, and this difference is in favor of the experimental group that studied according to the learning schedule strategy (K-W-L).
2. There is a statistically significant difference at a significance level (0.05) between the medians of contemplative thinking of the experimental group students who studied according to the (K.W.L) strategy, and the control group students who studied according to the regular method.