مهارات المحاجة و علاقتها بمهارات التفكير الناقد لدى طلبة جامعة الملك سعود في ضوء بعض المتغيرات الديموغرافية

الملخص EN

This study aimed to investigate the relationship between argumentation skills and critical thinking skills among the students of King Saud University, to investigate the development of argumentation skills among the students in different age groups and to investigate the differences among the students' specialties in argumentation skills.

The study sample consisted of 579 female students from King Saud University.

The researcher used Scale of Argumentation Behavior Dimensions prepared by Shawqy and Shehata (2003) and Watson & Glaser Critical Thinking Appraisal (Short Form) prepared and translated by Al- Otaibi (2012) as tools for this study.

The study found the following results: 1-There is a positive correlation between the total score of argumentation skills and the total score of the critical thinking skills and some of subset degrees of the critical thinking skills (inference and recognition of assumptions) among the students, the relationship was statistically significant on the level (0,01) and less, while there is no statistically significant relationship between the total score of argumentation skills and the other of subset degrees of the critical thinking skills.

2-There are statistically significant differences at the level less than (0.05) between the averages of the students' degrees in the sub-skill of the argumentation (limit lists of negative and positive arguments) due to the difference in the age, while there are no statistically significant differences between the averages of the students' degrees in different age groups in the total score of the argumentation skills and the rest of the other sub-skills 3-There are statistically significant differences at the level (0.05) and less between the averages of the total score of the argumentation skills and some degrees of argumentation sub-skills: (control and observance the context, questioning, argumentative emphasis, good understanding, argumentative wisdom, studying the nature of relationships among phenomena) between students of humany and health specialties, in favor of the students of health specialties, while there are no statistically significant differences between the averages of the students' degrees of the other sub-skills of argumentation due to the difference in specialties.