استخدام استراتيجية محطات التعلم في تدريس الفلسفة لتنمية مهارات التفكير عالي الرتبة و التوجه نحو الهدف لدى طلاب المرحلة الثانوية

Abstract EN

The aim of the research is to measure the effectiveness of using learning stations strategy in teaching philosophy to develop higher order thinking skills and dimensions of goal orientation among second-year secondary school students.

Both the descriptive and experimental approaches were used; the descriptive approach was used to present the theoretical framework and build research tools, and the experimental method was used to divide the research sample - consisting of (64) second year secondary school students - into two groups: the first is experimental (32 students studying the unit "Philosophy and Life" using the learning stations strategy), and the second is a control group (32 students studying the same unit using the traditional way.

Teaching materials included the teacher's guide, the student’s book.

The measurement tools included: the higher order thinking test, and the goal-orientation scale.

The research experiment was conducted, data were collected and interpreted.

Results showed the effectiveness of using learning stations strategy in teaching philosophy in developing high-order thinking skills and dimensions of goal-orientation among second grade secondary school students.

The researcher put forward some recommendations, the most important of which are: Preparing a teacher's guide for philosophy and logic teachers that includes procedural steps for applying the learning stations strategy in various secondary school grades, and directing the Ministry of Education to the importance of measuring high-order thinking skills, and goal orientation of secondary school students.