أثر استخدام استراتيجية الرؤوس المرقمة في تدريس التاريخ لتنمية مهارات التفكير التاريخي لدى تلاميذ المرحلة الإعدادية

Abstract EN

The study aimed at investigating the effect of using the numbered heads strategy in teaching history on developing the second preparatory grade students’ historical thinking skills in the academic year 2021 / 2022.

the study sample consisted of 60 students who were divided into two groups: a treatment group and a control group, the number of each group was (30) students.

the treatment group studied using the numbered heads strategy, while the control group studied in the usual way.

both of the descriptive and experimental methodology (quasi-experimental design) were used to achieve the study aims and to prepare its measurement instraments that included a historical thinking skills test.

the results of the study revealed that there were statistically significant differences between the mean scores of the treatment group students and the control group ones in the post application of the historical thinking skills test in favor of the treatment group.

the results also showed a significant effect of using the numbered heads strategy in teaching history on developing the historical thinking skills of the treatment group students.

the study concluded with presenting a set of recommendations, the most important of which is the revision of the history material to include the development of historical thinking skills for students.

the study also presented a number of proposed study related to employing the numbered heads strategy, and historical thinking skills in teaching history.