منهج مقترح للفلسفة والتاريخ قائم على مدخل العلوم البينية لتنمية التفكير المنتج والتنظيم الذاتي لدى طلاب المرحلة الثانوية

Abstract EN

The research attempted to develop productive thinking skills and of self-regulation among secondary school students using a proposed curriculum of philosophy and history based on the interdisciplinary approach.

to achieve this goal, the two research tools: productive thinking test and self-regulation scale were applied to the experimental research group, which amounted to (30) students.

the researcher did the pre-administration, then taught the topics of the proposed curriculum to the students of the experimental group, then applying the research tools to the experimental and control groups.

after analyzing the data, the results showed that there was a statistically significant difference between the scores of the experimental group students in the pre and post administrations of the productive thinking test and the self-regulation scale in favor of the post administration.

in addition, there was an effect of the proposed curriculum of philosophy and history based on interdisciplinary approach in developing productive thinking skills and dimensions of self-regulation among experimental group students.

the researcher recommended the following: designing educational concepts based on an interdisciplinary approach (creating new courses and adding them to the plan), merging a course with one or more other courses called (interdisciplinary teaching method or interdisciplinary approach), and designing extra-curricular activities by involving a group of multidisciplinary individuals in the work of a joint project.

in addition, teachers should focus on teaching students how to guide their own learning processes effectively, paying attention to rational thinking, dialogue, reasoning, examination and logical reasoning.

students should learn to identify assumptions and deal with alternatives to reach a particular goal, in-depth observation, curiosity and skepticism.

in addition, students should learn dealing with alternatives, flexibility and a tendency to debate.