أثر إستراتيجيتي التسأؤل التباعدية والتأملية في تحصيل مادة التأريخ وتنمية التفكير الناقد لدى طلاب الصف الثاني المتوسط
The aim of this research is to identify The impact of divergent questioning and contemplative strategies in the achievement of history material and the development of critical thinking among students in second intermediate class and to achieve the goal of research formulated zero hypotheses The first relates to the collection and the other related to the development of critical thinking, which is as follows: 1) There are no differences animate statistical significance between the mean scores of research groups of the three: the first experimental group that taught Arab Islamic history using a divergent questioning strategy, and the second experimental group, which is studying the same material using a strategy question contemplative, and the control group, which is studying the same material using the ordinary method. (Traditional) in the collection. 2) There are no differences animate statistical significance between the mean scores of research groups of the three: the first experimental group that taught Arab Islamic history using a divergent questioning, and the second experimental group, which is studying the same material using a strategy question contemplative, and the control group, which is studying the same material using the ordinary method. (Traditional) in the development of critical thinking.To achieve this, the researcher on the experimental design of a partial set, a design (Equal groups, with the pretest and posttest), and chose researcher intentional sample of students from the second row in the middle (medium Tiller Boys) affiliated to the Directorate General of Educational Baghdad / Rusafa first academic year (2012-2013) for the purpose of application of the experiment. The sample consisted of 90 by a student 30 students in the experimental group first taught to use according to the divergent questioning strategy and 30 students in the experimental group II taught according to the use of a strategy question and contemplative 30 students in the control group taught the usual way, having ruled out the researcher 14 students who failed in the previous school year (2011-2012) statistically only three research groups.processing results showed statistically: 1) no difference statistically significant between the scores of students of the first experimental group that studied the divergent questioning strategy and the second experimental group that studied Basestratejah question contemplative in achievement test, and the absence of a difference statistically significant between the scores of the first experimental group, and the degrees of the second experimental group in the development of thinking critic. 2)The presence of a statistically significant difference between the scores of students of the first experimental group that studied the divergent questioning strategy , and the control group, who studied in the usual way in the achievement test and the development of critical thinking in the interest of the first experimental group. 3) The presence of a statistically significant difference between the scores of students of the second experimental group that studied the strategy of questioning the contemplative and the control group, who studied in the usual way in the achievement test, and the development of critical thinking in the interest of the second experimental group. In light of the results researcher reached a number of conclusions, including:1) preference divergent questioning strategy in raising the level of academic achievement compared with the normal way. 2) preference strategy contemplative wonder in raising the level of academic achievement compared with the normal way. 3) according to the learning strategies and contemplative wonder divergent questioning The impact effectively in the development of the ability to think critically in historical subjects, where it appeared that by offering multiple alternatives to answer questions. 4) The divergent questioning and contemplative strategies and pushed students to search for information from other sources as well as the textbook. 5) There is an urgent need when the average second-grade students to modern methods of teaching, including and contemplative for the development of teaching and make it more effective. (Published abstract)