أثر استراتيجية (استمع، اقرأ، ناقش)‎ في التحصيل و تنمية التفكير الناقد لدى طلاب الصف الثاني المتوسط في مادة التاريخ العربي الإسلامي

Abstract EN

The current research aims to know the effect of a strategy (listen, read, discuss) on achievement and the development of critical thinking among middle school students in the subject of Arab and Islamic history, and to achieve the research goal the researcher formulated the following two hypotheses: - 1There is no statistically significant difference at the level (0.05) between the average scores of students of the experimental group that are studying using a strategy (listen, read, discuss) and the average scores of students of the control group that are taught using the traditional method in post achievement achievement.

- 2There is no statistically significant difference at the level (0.05) between the average scores of students of the experimental group that are studying using a strategy (listen, read, discuss) and the average scores of students of the control group that are taught using the traditional method in the dimension critical thinking test.

The researcher adopted the semi-experimental design with partial control, which is (design of the experimental group and the control group with the post test.

The research sample consisted of (54) students who were randomly chosen, with (32) students for the experimental group that was studied according to a strategy (listen, read, discuss), and (22) students for the control group that studied according to the traditional method.

Parities were conducted between students of the two research groups in the variables: IQ test, chronological age calculated by months, and tribal critical thinking test.

After defining the scientific subject that included the two chapters (the first and second) of the book of Arab and Islamic history, the researcher formulated behavioral goals amounting to (107) goals, then he prepared educational plans in order to achieve the goals that were formulated, as it reached (24) teaching plans for each group.

The researcher prepared a post-achievement test consisting of (40) items of multiple choice type.

Use the Statistical Package (SPSS) to process research data.

The results resulted in the following: • There is a statistically significant difference at the level (0.05) between the average scores of students of the experimental group that were studied according to a strategy (listen, read, discuss) and the average scores of students of the control group that studied the same subject according to the traditional method and in favor of the experimental group in the achievement test Posti.

• There is a statistically significant difference at the level (0.05) between the average scores of students of the experimental group that were studied according to a strategy (listen, read, discuss) and the average scores of students of the control group that studied the same subject according to the traditional method and in favor of the experimental group in the thinking test The post-critic.

The researcher recommends several recommendations, the most important of which are: • Clarify the importance of using strategies in which the student is at the center of the teaching and learning process for teachers through the establishment of development courses by the Ministry of Education.

• Preparing history teachers in the directorates of education by introducing developmental courses in teaching methods and focusing on a strategy (listen, read, discuss) in particular among the active learning strategies.

To complement the results of the research, the researcher suggests the following: Conducting research aimed at identifying the effect of a strategy (listen, read, discuss) in gaining other variables in the subject matter of history towards (historical thinking, motivation, direction.

Conducting research aimed at identifying the impact of a strategy (listen, read, discuss) in other academic stages, and test the female The current research aims to know the effect of a strategy (listen, read, discuss) on achievement and the development of critical thinking among middle school students in the subject of Arab and Islamic history, and to achieve the research goal the researcher formulated the following two hypotheses: - 1There is no statistically significant difference at the level (0.05) between the average scores of students of the experimental group that are studying using a strategy (listen, read, discuss) and the average scores of students of the control group that are taught using the traditional method in post achievement achievement.

- 2There is no statistically significant difference at the level (0.05) between the average scores of students of the experimental group that are studying using a strategy (listen, read, discuss) and the average scores of students of the control group that are taught using the traditional method in the dimension critical thinking test.

The researcher adopted the semi-experimental design with partial control, which is (design of the experimental group and the control group with the post test.

The research sample consisted of (54) students who were randomly chosen, with (32) students for the experimental group that was studied according to a strategy (listen, read, discuss), and (22) students for the control group that studied according to the traditional method.

Parities were conducted between students of the two research groups in the variables: IQ test, chronological age calculated by months, and tribal critical thinking test.

After defining the scientific subject that included the two chapters (the first and second) of the book of Arab and Islamic history, the researcher formulated behavioral goals amounting to (107) goals, then he prepared educational plans in order to achieve the goals that were formulated, as it reached (24) teaching plans for each group.

The researcher prepared a post-achievement test consisting of (40) items of multiple choice type.

Use the Statistical Package (SPSS) to process research data.

The results resulted in the following: • There is a statistically significant difference at the level (0.05) between the average scores of students of the experimental group that were studied according to a strategy (listen, read, discuss) and the average scores of students of the control group that studied the same subject according to the traditional method and in favor of the experimental group in the achievement test Posti.

• There is a statistically significant difference at the level (0.05) between the average scores of students of the experimental group that were studied according to a strategy (listen, read, discuss) and the average scores of students of the control group that studied the same subject according to the traditional method and in favor of the experimental group in the thinking test The post-critic.

The researcher recommends several recommendations, the most important of which are: • Clarify the importance of using strategies in which the student is at the center of the teaching and learning process for teachers through the establishment of development courses by the Ministry of Education.

• Preparing history teachers in the directorates of education by introducing developmental courses in teaching methods and focusing on a strategy (listen, read, discuss) in particular among the active learning strategies.

To complement the results of the research, the researcher suggests the following: Conducting research aimed at identifying the effect of a strategy (listen, read, discuss) in gaining other variables in the subject matter of history towards (historical thinking, motivation, direction.

Conducting research aimed at identifying the impact of a strategy (listen, read, discuss) in other academic stages, and test the female gender.