أثر استراتيجية الدعائم التعليمية في تنمية التفكير الاستدلالي عند طلاب الصف الثاني المتوسط في مادة التاريخ \

Abstract EN

The present study aims at knowing (The Effect of teaching foundation techniques in developing the constructive thinking of developing, The constructive thinking of secondary class student I History ) putting forward the following two hypotheses : 1-There are no statistical difference at (0.05) level at the means marks of the experimental group that study.

Islamic History in accordance to the strategy of constructive thinking at the mean marks the same subject in the usual method in the post expressional thinking tests .

2- There are no statistical difference at (0.05) level at the means marks at the controlling groups that study Islamic History in accordance to the strategy of teaching foundation in the pre and post-tests of the expressional thinking .

The present study is limited to: 1- Intermediate and morning secondary schools of the Centre of Baqubah.

2- second class secondary students of one at morning boy schools of the directorate of Diyala 3- The first semester of the academic year 2016-2017.

4- The first and the second chapters of the syllabus book of Islamic History that is assigned by the ministry of education for the first semester of the academic year (2016-2017) 5- The teaching of the experimental group depends on the strategy of teaching foundations.

The sample of the study consists of second class morning intermediate and secondary school students in Baqubah.

The researcher has intentionally chosen the sample from Al-Sadeeq School and randomly chosen section –A- to represent the experimental group and section-B- to represent the controlling group.

The sample consists of 60 students with 30 students for each group and with the equal variables of previous year marks, the age means calculated by months, parental academic achievement and Rafin's intelligence test.

The researcher applied this test within 13 months using SPSS program that showed the excellence of the experimental group who studied in accordance to the strategy of teaching foundations over the controlling group who studied the subject in the traditional way of post expressional thinking test.

The researcher concluded that the strategy of the teaching foundations proved its proficiency to improve the skill of expressional thinking in teaching Islamic History.

As such, the researcher recommended conducting a similar study on other variables like academic achievement, critical thinking and creative thinking.