الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The present study aims at identifying The Effectiveness of ”the thinking six hats” Strategy in Teaching History on Developing some Reflective Thinking Skills and historical concepts of First Secondary Stage Students”
Problem of the study:
The study problem was limited to the low level of secondary stage
Students’ reflective thinking skills and historical concepts methods of teaching History to develop them.
Questions of the Study:
The present study tried to answer the following question:
What is The Effectiveness of ”the thinking six hats” Strategy in Teaching History on Developing some Reflective Thinking Skills and historical concepts of First Secondary Stage Students?
The following sub-questions were branched from main question:
1 – What are the necessary reflective thinking skills for the first
Year secondary stage students?
2 – What is the performance level of the first year secondary
Stage students on the reflective thinking skills?
3 – What is the suggested from of the units that was prepared
Using the thinking six hats strategy?
4 – What is the effectiveness of the thinking six hats strategy in
Teaching History on developing some secondary stage students’
Reflective thinking skills?
5 - What is the effectiveness of the thinking six hats strategy in
Teaching History on the first year secondary stage students’
Historical concepts?
Importance of the study:
This study may be useful in:
1 – Using the reflective thinking skills’ list in developing the secondary stage’ History curriculums.
2 – Helping curriculums’ designer taking in to their account the modern techniques in education which call for developing the students’ ability of thinking especially reflective thinking.
3 – Paying the attention of the supervisors to traine their teachers how to use new learning strategies that concentrate on the learner’s thinking and understanding such as the thinking six hats strategy.
4 – Presenting a model for History teachers that may help them while applying the thinking six hats strategy in teaching their students inside classes.
5 – Training students to practice the reflective thinking skills and use the thinking six hats strategy in developing their thinking.
Curriculum of the study:
The study used a quasi-experimental approach (design of the control and experimental of the students’ scores in the pre-post application.
Delimitation of the study:
The present study was delimited to the following limits:
A – A group of first secondary stage students’ 30 students from Epshana secondary school.
B – The ancient Egyptian civilization’s unit was the only unit that
has been introduced to the sample of the study.
C – The study focused only on the following reflective thinking
Skills:
- Reflective notice.
- Reflective criticism.
- Reflective prediction.
- Reflective conclusion.
D – The experimental study was conducted during the first term of
The year (2017 / 2018).
Procedures of the study:
1 – The theoretical aspect: this part includes:
”The thinking six hats” Strategy –
”Historical concepts”-
-” Reflective thinking”
2 – The experimental aspect: this part includes the following
Steps:
A – Preparing the list of reflective thinking skills.
B - Preparing the unit of (the ancient Egyptian civilization) using
The thinking six hats strategy.
C - Preparing the measurement tools which are the reflective
Thinking skills and Historical concepts tests.
D - The experimental study that includes: (choosing the sample of the study that consists of 30 students from the first year of the secondary stage, pre-testing, presenting the new form of the ancient Egyptian civilization’s unit to the students, and post testing).
Results of the research: The study revealed the effectiveness
Of using the thinking six hats strategy in developing some reflective
Thinking skills and Historical concepts of secondary stage students. The study indicated that there were significant statistically differences between means of scores of both tests (Reflective thinking skills and the Historical concepts test) favoring the post-test at 0.01 level.