أثر توظيف استراتيجيتي القصة ذات الاتجاه الواحد و القصة ذات الاتجاهين في تنمية التفكير الناقد لدى تلاميذ رياض الأطفال

الملخص EN

This study aimed at inquiring the effect of using one-way story and two-way story strategies on critical thinking of kindergarten children.

The sample was consisted of (45) children from three schools at Naur Educational District (Jordan) which distributed into three groups: two experimental groups (one-way story, two-way story) and one control group (ordinary method) with (15) children in each one of them.

The researchers developed a critical thinking test, according to McFarland strategy of teaching critical thinking, as a tool of the study that was consisted of (22) items, after insuring them by a group of jury and calculating the value of the honesty of internal consistency ,then calculating their reliability by using split halves formula which was (0.83).

Quasi experimental design was used.

Means, standard deviations and OneWay ANOVA have been also used to analyze the data.

Results showed that there were no statistical differences between the three groups, due to the teaching strategy variable (one- way story, two-way story and ordinary method).

The researchers recommended that a new study should be conducted with new variables such as gender, socio-economic status, family income and birth order