إستخدام استراتيجية التدريس التبادلي في تدريس التاريخ لتنمية الحس التاريخي لدى تلاميذ المرحلة الإعدادية
The current study examined the impact of using the reciprocal teaching strategy in teaching to develop the historical sense among preparatory school pupils, and the study sample was formed of (60) pupils and divided into two groups: the control group (30) pupils at Abo-Shosha preparatory School, studied the unit of “The Islamic caliphate in the time of the Umayyads and Abbasids and models of independent states' and the experimental group that studied the same unit using the reciprocal teaching . The study's tool was the historical sense test that was pre and post-applied to the two groups, and the study concluded that: 1) There was a statistically significant difference at the level of (0.05) between the mean scores of the experimental and control groups in the post application of the historical sense test as a whole and at each dimension in favour of the experimental group pupils. 2) There was a statistically significant differences at the level of (0.05) between the mean scores of the experimental group pupils in the pre and post application of the historical sense test as a whole and at each dimension in favour of the post application". The results indicated the effectiveness of using the reciprocal teaching strategy in teaching history to develop the historical sense of the preparatory school pupils. The current study recommends that the reciprocal teaching strategy should be used to teach and learn social studies generally and history especially at all educational stages. Teachers should be trained on the reciprocal teaching procedures and how to use them within the classroom for achieving desirable educational objectives. (Published abstract)