فاعلية التكامل بين استراتيجيتي التساؤل الذاتي والمتشابهات في التحصيل وتنمية مهارات التفكير الناقد لدى تلامذة الصف الرابع الأساسي في مادة الدراسات الاجتماعية : دراسة تجريبية في مدارس محافظة دمشق
The purpose of this study was to explore the Effectiveness of integration between self-questioning and similars strategies in the achievement and development of critical thinking skills for fourth basic grade students in Social Studies subject. An experimental approach was undertaken in this study. The total number of participants was 98 in two primary schools in Damascus (Alsamah bin Malik AL-Khawlany and kheir Aldeen Zarkali). The sample consisted of two groups: the experimental group 50 male and female students who studied through integration between self-questioning and similars strategies and the control group 48 male and female students who studied through the strategy followed in education. In order to achieve research aims the following tools were used: 1) an analysis tool of the second unit of Social Studies book for fourth basic grade students. 2) An achievement test to measure students' achievement of cognitive aims of the second unit in Social Studies book which cover the six Bloom’s levels. 3) A critical thinking skills test to measure the effectiveness of the use of integration between the strategies of self-questioning and similarities in the development of critical thinking skills for fourth basic grade students. 4) Three training courses on some of the basic skills necessary for the application of self-questioning strategy. 5) An educational programme designed according to the integration between the strategies of self-questioning and similarities. The results or the research showed the following: 1) Results relating to achievement: a) A high effect of the use of integration between the strategies of self-questioning and similars on students’ achievement in the achievement test as a whole and in each level of Blooms’ levels. b) The superiority in achievement of the experimental group who studied through the use of integration between the strategies of self-questioning and similars on the control group who studied through the strategy followed in education in all cognitive levels. c) A high effect of the followed strategy in the achievement test as a whole was found with statistically significant difference between the pre and immediate post- test in (knowledge, comprehension and applying) levels. Whereas, no statistically significant results. 2) relating to critical thinking skills: a) A high effect of the use of integration between the strategies of self-questioning and similars on developing critical thinking skills for students in the experimental group in the critical thinking test as a whole and in each skill. b) The superiority of the experimental group who studied through the use of integration between the strategies of self-questioning and similars on the control group who studied through the strategy followed in the critical thinking test as a whole and in each skill. c) A high effect of the followed strategy in the critical thinking test as a whole was found with statistically significant difference between the pre and immediate post- test in (forecasting assumptions and interpretation) skills. Whereas, no statistically significant difference in (presenting arguments, inference and conclusion) skills was found. d) Difference in (analysis, synthesis and evaluation) levels was found. 3) Results relating to the correlation between the achievement and critical thinking skills. A strong statistically significant relation was found between students’ scores of the experimental group in both the total critical thinking test and the achievement test. (Author’s abstract)