أثر استراتيجية حقائق أم آراء في تنمية مهارات التفكير التاريخي و الاتجاه لدى طالبات الصف الرابع الأدبي

Abstract EN

This study aims to identify the effect of the strategy of facts and opinions on the development of the skills of historical thinking and direction among the fourth grade literary branch female students.

The researcher chose randomly (al-Waeli secondary school for girls) located in the center of Babylon province to apply the pilot randomly chosen Division B to represent the experimental group with 32 female students and the C division to represent the control group with the number of female students as well.

Students of the two groups were equalized in light of the following variables (grades first chapter history, IQ test).

The researcher formulated (80) behavioral objectives of the subjects to be studied during the duration of the experiment and prepared daily plans to teach the two groups of the study.

The researcher used the following statistical methods: (T-test for two independent samples, Pearson correlation coefficient, Spearman coefficient, coefficient of difficulty and discrimination, equation of the effectiveness of the wrong alternatives, and Alpha Cronbach equation).

After analyzing the results statistically, the researcher found out the superiority of the experimental group, which studied according to the strategy of facts or opinions on the control group, which was studied in the usual way in the skills of historical thinking and the trend towards the material.

In the light of the study findings, the researcher reached a number of conclusions: • The interaction between the teacher and the students during the implementation of the strategy provided an educational environment helped to reflect the impact on the development of the skills of historical thinking among students.

The researcher also recommends a set of recommendations, including: • Emphasis in the sessions of the directorates of preparation and training on how to develop the skills of historical thinking by teachers and teachers of history through training in different strategies, including the strategy of truths and opinions.