أثر استراتيجية التناقض المعرفي في تدريس مقرر الدراسات الاجتماعية في تصحيح المفاهيم الخطأ وتنمية مهارات التفكير الناقد لدى طالبات الصف الأول متوسط

Abstract EN

The study aimed to investigate the effect of the cognitive dissonance strategy in the social studies subject on correcting misconceptions and developing critical thinking skills among first-grade intermediate students.

The quasi-experimental design was used with a pre-and post-test for one treatment group.

The study sample consisted of (25) female students from the first-grade intermediate stage to apply the experiment to the students of Wadi Bin Hashbal School in Asir educational region.

The participants were selected using the purposive sampling method.

To achieve the objective of the study, the researcher prepared the study materials and instruments.

The materials included a guide for the teacher to employ the cognitive dissonance strategy of the national security and personal identity units.

The instruments included a test for correcting concepts and a test for critical thinking after verifying their validity and reliability.

Several results were revealed.

There were differences between the means of the experimental group in the pre-and post-test in favor of the post-test.

Also, differences were shown in the test scores of the experimental group in the pre-and post-test of critical thinking in favor of the post-test.

In addition, the results indicated that the cognitive dissonance strategy has a significant effect on correcting misconceptions and developing critical thinking skills for first-grade intermediate students.