فاعلية التدريس باستخدام النموذج المنظومي المعرفي الشامل في التحصيل الفوري و المؤجل و تنمية التفكير الناقد لدى طلبة الصف التاسع الأساسي في مبحث التاريخ

Abstract EN

The study aimes at investigating the effectiveness of the systemic cognitive comprehensive model on the immediate and delayed achievement, and critical thinking on the Ninth Grade Students' in History classes in Jordan.

The study sample consisted of (165) students divided into two groups: experimental group (64 male and female) and controlled group (61 male and female).

The three research methods used in the study were an achievement test included (20) multiple choices questions which implemented before and after the initiation of the study, critical thinking measurement (34) items, and instructional plans of the chosen learning unit.

The main findings of the study were that there were statistically significant differences in the Ninth Grade Students in immediate and delayed achievement, as well as in critical thinking in History classes due to the systemic cognitive comprehensive model.

In the light of the findings, a number of recommendations were suggested.