أثر التدريس الجمالي في تنمية مهارات التفكير التأملي والتعاطف التاريخي لدى طلاب الصف السادس الأساسي في الأردن
This study aimed to explore the effect of the aesthetic teaching in the development of the reflective thinking skills and the historical empathy of basic sixth graders in Jordan. To achieve the objectives of the study, a test of the reflective thinking and a scale of the historical empathy were prepared and applied to the study sample that consisted of 162 students who were divided into two groups; the experimental one 79 students and the control one 83 students. The unit of Umayyad Period in the history course was taught by the strategy of aesthetic teaching for the experimental group, while the control group was taught the usual way. The results of the study showed the existence of statistically significant differences at the level a=0.05 due to the aesthetic strategy of teaching of all reflective thinking skills in comparison with the usual way of teaching; in favor of the experimental group. The results also showed the existence of statistically significant differences at the level a=0.05 due to the aesthetic strategy of teaching of all dimensions of historical empathy in comparison with the usual way of teaching; in favor of the experimental group. The researcher recommends that History curricula designers’ interest should be directed towards the importance of the aesthetic teaching in the improvement of the reflective thinking skills which can be exploited in the field of curricula designing and building. (Published abstract)