دور الممارسات الصفية في تنمية الحس النقدي بدرس التاريخ في السلك الابتدائي في ضوء منهج المؤرخ
This study examines the role of history education in developing critical thinking among primary school learners by analyzing the extent to which the historian’s approach is reflected in teachers’ classroom practices. It is based on the central hypothesis that the alignment of these practices with the historian’s approach is a decisive factor in determining the level of critical thinking development. Adopting a descriptive-analytical design, the study analyzes quantitative data collected through a questionnaire administered to a sample of primary school teachers. The instrument aimed to describe and classify classroom practices and to assess the degree to which they rely on the historian’s approach to knowledge construction. The findings reveal a dual pattern of practice: a constructive approach that positions learners as active participants in building historical knowledge and supports the development of critical thinking, and a traditional approach centered on rote learning and memorization, which limits such development. The study concludes that strengthening the presence of the historian’s approach in classroom practice is a key condition for enhancing the educational role of history lessons in fostering learners’ critical thinking. (Published abstract)