أثر استخدام منحى السياق الاجتماعي التاريخي في تدريس المفاهيم الكيميائية في تنمية مهارات التفكير فوق المعرفي و التحصيل لدى طلاب الصف العاشر الأساسي في الأردن

Abstract EN

This research aims at investigating the effect of using the historical social approach in teaching of chemical concepts on improving of metacognitive thinking skills and achievement among tenth grade students in Jordan.

The study was applied on (47) students from ASSALT Academy school at ALBalqa governorate, distributed randomly into two groups, the experimental group which consisted of (23) students, and control group which consisted of (24) students.

The research used the qusi-experimental design.

To achieve the purposes of the study, a questionnaire consisted of (46) items was used to measure metacognitive thinking skills of the study sample.

Another test consisted of (32) items also used to measure their achievement.

The study showed that there is a significant effect of teaching chemistry concepts by using the historical social approach as a core on improving of metacognitive thinking skills and achievement.