التفكير التاريخي و علاقته بالتحيز المعرفي لدى طلبة الصف الخامس الأدبي

Abstract EN

The current research aims to find out the level of: 1.

Historical thinking among fifth-grade literary students.

2.

Cognitive bias among fifth-grade literary students.

3.

The relationship between historical thinking and cognitive bias among literary fifth-grade students.

The research sample consisted of (411) female and male students of the fifth grade literary in secondary and preparatory schools of the Directorate of Education of Al-Qadisiyah / Afak District, for the academic year (2020-2021).

As for the two research tools, the researcher built the historical thinking test by relying on the historical thinking skills identified by the National Center for History in American Schools (NCHS 1994).

It consists of (36) items divided into five main areas, which are: “7 items for the skill of chronology, 8 items for the skill of comprehension.

Historical research, 9 items for the skill of historical research, 6 items for the skill of historical analysis and interpretation, and 6 items for the skill of analyzing issues and issuing judgments, "if the apparent validity of the test is extracted, and then conducting the exploratory experiment on a sample of (106) students from the research community.

Difficulty coefficient, strength coefficient of distinction, and effectiveness of alternatives for the objective paragraphs are multiple choice, then the stability was extracted by the half-segmentation method.

As for the second tool (cognitive bias), the researcher adopted the Al-Yasiri scale (2017) consisting of (41) paragraphs, as validity was verified Apparent, and to ensure stability by re-test method.

Among the findings of the current research 1- The decline in the level of historical thinking among the fifth-grade literary students.

2- The presence of cognitive bias among literary fifth-grade students at a high level.

3- There is an inverse correlation between historical thinking and cognitive bias.

The researcher concludes that the decline in historical thinking came as a result of the students ’focus on superficial study and distancing themselves from the deep study of history, in addition to the teachers’ use of the usual methods of teaching.

As for the high cognitive bias, the researcher attributes it to several factors, including the poor educational level of the students, as most learners are biased due to their ignorance or lack of awareness or as a result of the presence of a factor and the illusion of knowledge or what is called false knowledge they have.

The researcher attributes the relationship between the two variables by saying that middle school students use patterns of thinking that contribute to their cognitive bias activity, so they are unable to make objective judgments.

This is what I mentioned (Qutami, 2003) that bias is one of the mistakes that the learner can commit during the thinking process, and in which the learner shows interest in the parts of the events, situation or educational input, which prevents interest or a complete understanding of the situation.