إستراتيجية مقترحة قائمة على نظرية الذكاء الناجح باستخدام تقنية الواقع المعزز في تدريس التاريخ لتنمية مهارات التفكير التحليلي والتخيل التاريخي لتلاميذ المرحلة الإعدادية
The problem of the study is represented in the weakness and shortage of analytic thinking skills and historical imagination of prep stage students, in addition to the absence of the teaching strategies and models suitable for developing these skills. This required designing a suggested teaching strategy based on successful intelligence theory using augmented reality for enhancing students' skills in analytic thinking and historical imagination. Hence, this study aimed to investigate the effectiveness of a suggested strategy based on successful intelligence theory using augmented reality in teaching history in enhancing prep stage students' analytic thinking and historical imagination. Results of the study showed that there are statistically significant differences between means of scores of the experimental and control groups in the post administration of the analytic thinking and historical imagination skills test in favor of the experimental one. Also, results of the study showed that there are statistically significant differences between means of scores of the experimental group in the post administration of the analytic thinking and historical imagination skills test in favor of the post administration. These results show the effectiveness of the suggested strategy based on successful intelligence theory using augmented reality in teaching history in enhancing prep stage students' analytic thinking and historical imagination. The study introduced some recommendations including adopting successful intelligence and augmented reality in curriculum development projects introduced by the ministry of education to be applied on the long run for transforming information into real life applications. Suggestions for further research included, 1) doing more research for investigating the effectiveness of augmented reality in developing several variables like (divergent thinking, curiosity, learning motivation, self-regulation skills, productive thinking), and 2) a suggested strategy based on successful intelligence and cognitive fluency in correcting Historical misconceptions of prep stage students and developing their lateral thinking. (Published abstract)