اثر استعمال انموذج التعلم التوليدي في تنمية التفكير الناقد لدى طلبة قسم التأريخ في كلية التربية للعلوم الانسانية جامعة المثنى في مادة التاريخ الاوربي

Abstract

The current research aims to identify the effect of using the generative learning model in developing critical thinking among students of the Department of History at the College of Education for Humanities – Al-Muthanna University in the subject of European history through the following hypothesis: There is no statistically significant difference in developing critical thinking among students of the experimental group who study Modern European History by using the model of obstetric learning and among students of the control group who study the same subject in the usual way. The researcher followed an experimental approach with partial control consisting of two groups, one experimental and the other control. The researcher identified the material in the syllabus of the history book to be taught in Iraq for the academic year (2019-2020) for the second stage in the College of Education for Humanities. In light of this, the researcher prepared a number of typical teaching plans for students of the sample of the research, amounting to (80) students. As for the research tool, tests for critical thinking were applied before and after, the research sample consisting of (45) points based on the rules of objective tests, which took him psychometric properties. Then the researcher used a number of statistical tools to analyze the results. That showed the superiority of the experimental group that is studying (with the model of obstetric learning) in developing critical thinking over the control group that studies the subject itself in the usual way. In light of the findings of the research, the researcher concluded it with a number of proposals and recommendations