فاعلية المدخل التفاوضي في تنمية مهارات التفكير التاريخي لدى طالبات الصف الخامس الأدبي و ميولهن نحو المادة

Abstract EN

The present paper aims to "identify" the activeness of the argumentative approach in developing the skills of the historical thinking of fifth year- literary branch female students and their interest in the materialThe researcher has chosen the experimental design of the partial control (experimental group and control group) of the post- test as an experimental design for the present study.

In the light of the experimental design, the researcher has chosen the fifth year- literary branch female students of Thatul-Sawari Female Secondary School, Directorate General of Baghdad Education, Rusafa, the second, of the academic year (2016-2017), the first term for the study sample.

Choice has been done randomly so as to be the field to execute study experiment.

The study sample has been consisted of (76) student order to carry out the present experiment, the researcher has prepared a test to develop the historical thinking skills consisting of (40) items divided into five main skills, namely "The chronological and place sequence of historic events, historic understanding and comprehension, skills of historic research, analysis of historical issues and decision making, and historic interpretation and analysis," and an inclination meter consisting of (50) items.

In the light of the present study, the researcher has come up to some conclusions regarding teaching using the argumentative approach.

The researcher has also set some recommendations and future suggestions from studies.