أثر استخدام استراتيجية محطات التعلم في تدريس الدراسات الاجتماعية على تنمية مهارات التفكير السابر والحس التاريخي لدي طالبات الصف الأول الإعدادي
This research aimed to identify the effect of using the strategy of learning stations to development of prob thinking skills and the historical sense of the female students of the first preparatory year. To achieve this goal, was prepared. a list of probing thinking skills and dimensions of the historical sense, and a teacher's guide for the unit (Masterpieces of Our Civilization - Aspects of Ancient Egyptian Civilization) The research tools were (testing the probing thinking skills and the scale of the historical sense), the unit was applied to a sample of (60) female students from the first preparatory grade at Sidi Abdel Rahman School, Qalyub Educational Administration, divided into two experimental and control groups, and the researcher followed the method (Experimental with semi-experimental design). The results of the research indicated that there were statistically significant differences at the level of significance (0.01) between the mean scores of the experimental and control sample in the pre and post application of probing thinking skills and the dimensions of the historical sense in favor of the post application of the experimental group. There is a statistically significant difference at the level (0.01) in the pre and post application of the experimental group in testing the probing thinking skills and the dimensions of the historical sense in favor of the post application, which indicates the impact of the learning stations strategy in developing the probing thinking skills and the historical sense among the research sample; make a number of recommendations Which indicates the need to reconsider the curricula to include the probing thinking skills and the historical sense in its objectives and the content of its educational curricula and to train students on it through classroom activities in addition to diversifying appropriate teaching methods, especially the strategy of learning stations, in addition to training teachers to design different learning stations according to the nature of the academic content. (Published abstract)