برنامج قائم على التعليم الاستراتيجي لتنمية مستويات عمق المعرفة الفلسفية و الدافعية للتعليم لدى طلاب المرحلة الثانوية

Abstract EN

the current research attempted to develop knowledge depth Philosophicallevels and Instructionmotivation among secondary stage students using a program based on strategic instruction.

To achieve this goal, the researcher used two of research tools namely; pre/posttest of knowledge depth Philosophicallevels and instruction motivation scale.

The research group consisted of 64 students (32 students for experimental group and 32 students for control group).

The research tools were pre-administered to the research groups.

Then, three topics in philosophy namely; (human thinking), (The origin, definition and importance of philosophy ) and (Characteristics and skills of philosophical thinking) were taught for the experimental research group of the first secondary grade (the first semester of the academic year 2020/2021) using a program based on strategic instruction, while the students of the control group were taught the same topics by traditional methods.

The research tools were administered on the experimental and control groups to find out the effectiveness of the strategic instruction based-program.

The research indicated that there is a statistically significant difference between the mean scores of the experimental group students and the control group students in the post administration on the levels of knowledge depth Philosophicaltest and instruction motivation scale in favor of the experimental group.

In addition, there is a statistically significant difference between the mean scores of the experimental group students in the pre and post administrations of the knowledge depth Philosophicaltest and instruction motivation scale in favor of the post administration.

The researcher recommended that encouraging teachers to use strategic instruction in classroom, which may develop students' thinking.

The researcher also recommended paying attention to the levels of Philosophicaltest and instruction motivation, providing situations in which students can develop their skills in both.

Furthermore, the methods of evaluating philosophy should be reconsidered in order to focus on measuring the levels of Philosophicaltest and instruction motivation.