الفهرس 
مشكلة البحث و خطة دراستھايوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The world is witnessing a knowledge revolution which is increasing
continuously, the human being exposes every day to a huge amount of
contradictory information that put him in front of many arguments need to
differentiate between the right information and the false ones to take the
proper decisions. So, one of the most important goals for the learning process
nowadays is to develop the thinking skills specially the critical thinking skills,
history is playing important and prominent role in that area. History is not
experimental and testing subject it is critical and analyzing one. This research
aims to develop the first three categories of Bloom’s taxonomy for educational
setting; it should be noted that the explosion knowledge in various fields of
knowledge makes it imperative for learner possess critical thinking skills to be
able to discrimination and possess the knowledge beneficial to him and its
society. Indicates the reality of the teaching of history in our schools, it is still
limited to indoctrination direct information and total reliance on traditional
methods of teaching and that do not achieve the objectives desired, From
here seem more urgent the need to search for ways and modern trends and
strategies in the teaching of history and survey its effectiveness and its ability
to develop critical thinking skills and develop the learners, and of these recent
trends toward the application of the six thinking hats which consider one of the
most valuable method to develop and teach thinking and develop its skills.
Problem of the research
The problem as general
“There is weakness in the first three categories of knowledge achievement,
and lack the critical thinking skills for secondary school students” The problem as specific
The current research tries to find “the effectiveness of using the six thinking
hats for teaching history to develop the knowledge achievement and some
critical thinking skills for secondary school students”.
Questions of the research
The main question for the current research represent as:
What is the effectiveness of using the six thinking hats for teaching history to
develop the knowledge achievement and some critical thinking skills for
secondary school students?
from the main question, the following sub questions are derived:
1. What is the proposed structure for a unit contents from the history book
for the first year secondary school students using the six thinking hats?
2. What is the effectiveness of using the six thinking hats to develop the
knowledge achievement at its first three categories (knowledge –
comprehension – application) for secondary school students through
history teaching?
3. What is the effectiveness of using the six thinking hats to develop some
of critical thinking skills (Assumptions - Evaluating arguments - Explanation – Conclusion) for secondary school students through history
teaching?
4. What is the effectiveness of using the six thinking hats to develop the
knowledge achievement of the unit “Egypt pharaonic civilization” and
some of critical thinking skills for first year secondary school students?
Hypotheses of the research
1. There is a significant difference between the mean score of the
experimental group and the control group when applied the post gauge of the knowledge achievement at its three first categories in favor of the
experimental group.
2. There is a significant difference between the mean score for the
experimental group when applied pre and post gauge of the knowledge
achievement at its three first categories in favor of the post gauge.
3. There is a significant difference between the mean score of the
experimental group and the control group when applied the post gauge
of critical thinking skills in favor of the experimental group.
4. There is a significant difference between the mean score for the
experimental group when applied pre and post gauge of some of the
critical thinking skills in favor of the post gauge.
5. Using the six thinking hats to teach “Egypt pharaonic civilization” unit to
develop the knowledge achievement and some of critical thinking skills
for secondary school students.
Aims of the research
The current research aims to find “the effectiveness of using the six thinking
hats for teaching history to develop the knowledge achievement and some
critical thinking skills for secondary school students”.
Limitation
A group of 1st year secondary school students at a school located in 15th
May city, Cairo.
Unit from the history book is selected (Egypt pharaonic civilization).
Develop the knowledge achievement at the first three categories
(knowledge – comprehension – application).
Develop some of the critical thinking skills (Assumptions - Evaluating
arguments – Explanation - Conclusion). The research will be applied during the first semester and specifically at
the beginning of the semester, through teaching and assessment the
unit to them.
Importance of the research
- This research introduces a theoretical background about the six thinking
hats covering (origin – types – benefits – role of the teacher and the
student – mechanism of using for teaching history).
- This research copes with the modern international trends, and what is
recommended by contemporary educational experts of the necessity for
implementing teaching strategies to develop the high thinking skills and
increase the positive contribution of the learner in learning process.
- This research focuses on critical thinking skills which can be used in the
teaching of history to secondary school students.
- This research prepares a teacher guide to help him in using six thinking
hats in teaching history.
Research methodology
This research will carry out by two methods:
Descriptive-analytical method
For review literatures and previous related studies which handled the current
research variables (six thinking hats – knowledge achievement – critical
thinking skills).
Quasi-experimental method
For design the research experiment and adjust its variables by using to
consistent equivalent group samples one experimental and the other is control Research tools
The research will prepare the following:
Experimental tools as:
Prepare student’s booklets for the chosen unit prepared to be useful
with the six thinking hats.
Prepare unit’s reference and working papers use to teach the chosen
unit using of the six thinking hats.
Measuring tools as:
Prepare Knowledge achievement’s gauge for three categories
(knowledge – comprehension – application).
Prepare critical thinking skills’ gauge for the selected skills.
Research procedures
1. Review literatures and previous related studies which handled the
current research variables (six thinking hats – knowledge achievement –
critical thinking skills).
2. Prepare the experiment tools (choose “Egypt pharaonic civilization” unit,
unit’s reference, student’s booklet, work sheets) according to six
thinking hats methods.
3. Prepare measure tools (Knowledge achievement’s gauge and critical
thinking skills’ gauge).
4. Apply the measuring tools pre-experimentally on the sample group
(experimental – control), 60 first year secondary school students divided
into to equal groups.
5. Teach the select unit which is prepared using the six thinking hats
method to the experimental group.
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6. Apply the measuring tools post-experimentally on the sample group
(experimental – control).
7. Collect the result and analyzing statistically.
8. Present the recommendations and suggestions.
Findings of the research
1. There are statistical significant difference between the mean score of
the experimental group and the control group when applied the post
gauge of the knowledge achievement at its three first categories and
some critical thinking skills in favor of the experimental group.
2. There are statistical significant differences between the mean score for
the experimental group when applied pre and post gauge of the
knowledge achievement at its three first categories and some critical
thinking skills in favor of the post gauge.
3. Using the six thinking hats to teach “Egypt pharaonic civilization” unit,
achieve an appropriate level of effective to develop the knowledge
achievement and some of critical thinking skills for secondary school