فاعلية إستراتيجيات التعلم النشط في تنمية التفكير الناقد لدى طلاب الصف الرابع الأدبي في مادة التاريخ

الملخص EN

The research aims at identifying the effectiveness of active learning strategies in the development of critical thinking among fourth graders in history.

In order to achieve this, the researchers chose a experimental design with partial control of two groups, one experimental and the other one with a tribal and post-test.

The researchers randomly selected a sample of fourth grade students from the middle school of Al-Balgha Boys School in Qal'at Sukkar district in Dhi Qar Governorate.

The sample consisted of 58 students (29) students in the experimental group whose students study active learning strategies and (29) students from the control group, which students study according to the usual method.

The researchers compared the two research groups in a number of variables (age of students calculated in months, previous degrees of achievement in history, intelligence, and pre-test of critical thinking).

The researchers identified the scientific material that included chapters (1, 2, 3) of the history book for the fourth grade.

The researchers formulated the behavioral goals based on the levels of (knowledge, understanding, application, analysis) of the cognitive field of the Bloom classification, 96).

The goal of the research was to prepare a test of critical thinking.

The final test of (43) paragraphs was investigated from the veracity of the test.

Virtual presentation to a group of arbitrators The researchers applied the test of critical thinking to the students of the two research groups.

The researchers adopted the test of two independent and coherent samples in the processing of the data.

Statistically, the results showed that the experimental group studied according to active learning strategies was superior to the control group, which was studied in the usual way in the critical thinking test in history.

In the light of the results of the research, the researchers recommended the use of active learning strategies in the teaching of history, and the researchers came out recommendations, including the use of active learning strategies in teaching as they are in line with the modern educational strategies that emphasize the participation of students active in the process of learning and education, and the need to urge students to need information And clarifications about critical thinking in terms of standards and mental characteristics and philosophy that comprise them, and suggested several proposals, including a similar study on other subjects and for other classes in the middle stage.