شبكة المعلومات العربية التربوية

The purpose of the present study was to investigate the effect of the Monro and Slater strategy and the McFarland strategy in developing the critical thinking skills of eighth-grade students in Jordan. The sample consisted of 209 eighth-grade students, divided into three groups: two experimental and one control. The California Achievement Test was used to measure critical thinking skills. The results of the study indicated significant differences between the control and experimental groups in favor of students in the experimental groups who studied via distinguishing between reality and opinion. The study concludes by offering a number of theoretical and practical implications for the field of study. Such implications include incorporating critical thinking skills in courses and providing training for teachers on how to use such strategies when teaching courses. (Published abstract)