فاعلية استخدام استراتيجيات التفكير المتشعب في تدريس التاريخ لتنمية التحصيل المعرفي و بعض عادات العقل لدى تلاميذ المرحلة الإعدادية

Abstract EN

The aim of the current study is to reveal the effectiveness of using divergent thinking strategies in teaching history to develop cognitive achievement among third-grade middle school students, and to reveal the effectiveness of using divergent thinking strategies in teaching history to develop some habits of reason among third-grade middle school students, and the researcher chose the research sample for a group of students The third preparatory class consists of (64) pupils in the study sample in the New Elmamaria Preparatory Joint School in Aswan Governorate, where they were divided into two groups.

An experimental group consisting of (32) students and a control group consisting of (32) students and the measurement tools consisted of the academic achievement test for each level of Bloom (Remembering - understanding - application - analysis - structure - evaluation) and a measure in some habits of the mind (applying previous knowledge in new situations - thinking flexibly - questioning and posing problems - imagining, innovating and innovating), and the research found that there is a statistically significant difference between the average scores of the group Experimental and control in the post application of measurement tools for the benefit of the experimental group.

There is a statistically significant difference between the mean scores of the experimental group in the two previous applications.

Dimensional wear and tear of measuring instruments for the benefit of dimensional application.