فاعلية توظيف مهارات التفكير المحوري في تحصيل وتنمية التفكير التأملي لدى طلاب الصف الاول المتوسط في مادة الاجتماعيات

Abstract

The current research aims to identify (the effectiveness of employing pivotal thinking skills in achieving and developing reflective thinking among first-year intermediate students in social studies) and to verify the research objective. The researcher formulated the appropriate null hypotheses For the objectives of the research and to verify this, the researcher chose an experimental design, which is the design of two equal groups with a pre-test and a post-test. The researcher determined equivalence between the students of the two research groups in several variables The number of students in Section (A) was (38) students, the number of students in Section (B) was (40) students, and thus the number of creativity research is (78) students. After determining the scientific material, the researcher formulated behavioral objectives for the first three chapters of the prescribed content, the number of which reached (86) behavioral objectives According to the levels of Bloom's classification, the researcher prepared teaching plans for the experimental group equally, in a manner consistent with the central thinking strategy of the experimental group and the traditional method of the control group. As for the two research tools, they were a test that measures academic achievement in the subject of social studies, and it consists of (30) A multiple choice item and a measure of reflective thinking, which consisted of (20) test items. The validity, reliability, and psychometric properties of each of the two tests were verified, and the test was applied at the end of the experiment. In light of these results, the researcher reached the conclusions, recommendations, The results appeared as follows:

1.There is a statistically significant difference between the average scores of the experimental group students who are studying social studies according to pivotal thinking skills and the average scores of the control group students who are studying the same subject according to the normal method in the post-achievement test.

2.There is a statistically significant difference between the average scores of the experimental group students who study social studies according to pivotal thinking skills and the average scores of the control group students who study the same subject according to the usual method in the reflective thinking scale.

3.There is a statistically significant difference between the average scores of the experimental group students who study social studies according to pivotal thinking skills in the pre- and post-applications of the reflective thinking scale.

4.- There is no statistically significant difference between the average scores of the control group students who study social studies according to the usual method in the pre- and post-applications of the reflective thinking scale. In light of these results, the researcher reached the conclusions, recommendations and proposals mentioned in the fourth chapt