أثر توظيف مدخل التحليل الأخلاقي في تدريس مبحث التاريخ في تنمية مستويات التفكير التأملي لدى طلبة المدارس الحكومية الأردنية

أثر توظيف مدخل التحليل الأخلاقي في تدريس مبحث التاريخ في تنمية مستويات التفكير التأملي لدى طلبة المدارس الحكومية الأردنية

د. بسمة محمد محمود الحوامدة

مدرسة الدراسات الاجتماعية في جامعة جرش

Abstract:

The current study aimed to identify the effect of employing the approach of moral analysis in teaching history in developing the levels of reflective thinking among Jordanian public school students. To achieve this, the study followed the quasi-experimental approach. The study sample consisted of (200) male and female students who were randomly distributed to the two study groups (experimental and control) with (100) male and female students per group. The study also relied on the reflective thinking scale prepared by Kimber and his colleagues (Kember et al., 2000) after translating, auditing and organizing it. The teacher’s guide was prepared to teach the third unit (Contemporary History of Jordan) by following the ethical analysis approach. The study found that the level of reflective thinking among Jordanian public school students is average. In addition, there are statistically significant differences between the mean scores of the students of the experimental and control groups in the post application on the reflective thinking scale among Jordanian public school students. As well as the presence of statistically significant differences between the mean scores of the experimental group students in the two applications, before and after, on the reflective thinking scale among Jordanian public school students. The study recommended working to identify the obstacles that prevent the use of the ethical analysis approach in teaching social studies subjects in general and history in particular.

Keywords: Moral analysis entrance, history study, reflective thinking, school students.