أثر استخدام طريقة النصوص روثكوف في تنمية التحصيل و التفكير الناقد في مساق جغرافية الوطن العربي لدى طلبة كلية العلوم التربوية الأونروا

الملخص EN

The study aimed to investigate the effect of RothKopf s text-based teaching model on ESF students’ achievement and on improving their critical thinking in the geography of the Arab World course.

The population of the study consisted of 131 male and female Class Teacher sophomore students distributed among five classes.

Two classes were randomly selected to form two cluster groups; an experimental group and a control group.

The experimental group consisted of 24 male and female students while the control group consisted of 28 male and female students.

An achievement multiple choice test designed by the researcher mainly for the purpose of conducting the study was administered.

The said test consisted of 40 items.

The validity and reliability of the test was checked.

Furthermore, the researcher used the California Critical Thinking Test (version 2000) which consisted of 34 items distributed among five skills.

The equivalence of the two groups was tested by applying the achievement pre-test and the California Critical Thinking Test (CCTT).

Results of the study revealed that there were statistically significant differences at (a<0.05) in the achievement post-test in favor of the experimental group who were taught using the RothKopf s text-based teaching model, in the whole test of the California Critical Thinking Post Test (CCTT) and finally in the analytical, inductive and evaluation skills.

Furthermore, results showed that there were statistically no significant differences between the two groups with respect to the deductive and reasoning skills.