أثر أساليب تعليم التفكير في تنمية مهارات التفكير ما وراء المعرفي عند طلاب الصف الخامس الأدبي في مادة التاريخ

الملخص EN

The present study aims at : Knowing the impact of learning thinking in developing thinking beyond cognition skills on fifth literary students in history material.

Partial control experimental design with pre and posttest were chosen by the researcher to be applied in this study.

It consists of two groups, experimental and control.

Al-Talea Al-Nathed and Belat Al-Shuhadaa secondary schools were chosen randomly by the researcher.

Fifth literary students were chosen to be the study sample.

By using simple random selection, Al-Talea Al-Nathed was chosen randomly to be the experimental group that study according to learning thinking styles.

They were (38) students.

The control group was represented by Belat Al-Shuhadaa secondary school which study history traditionally.

They were (38) students.

The two groups were qualified in the variables of age, intelligence test, fathers’ educational background, mothers’ educational background, thinking beyond cognition pre-test, and students’ degrees in the previous year (2015-2016) in the history material.

To be able to measure thinking beyond cognition skills, the researcher uses (Breka, 2007) as a measurement scale.

In order to measure thinking beyond cognition in the two groups, the researcher make the pre-posttest and gaining he difference to know the development of that thinking.

The test consists of (30) positive and negative items distributed randomly and the response were according to Likert scale.

Statistical Means The researcher used SPSS in addition to t-test formula for two independent samples, Person correlation coefficient, discrimination coefficient, Torsion coefficient, Flattening coefficient, Alfa –Cronbach equation, Sperman –Brown equation and Standard and error equation.

Results of the study According to study results, the null hypothesis were rejected and the acceptance at the alternative ones .It also clarifies the impact at using learning thinking in developing thinking beyond cognition skill in history material in favor of experimental group