فاعلية برنامج قائم على استراتيجية القصة في تنمية مهارات التفكير التأملي لدى تلاميذ الصف الخامس من التعليم الأساسي في الجمهورية اليمنية
The aim of this research is to investigate the effectiveness of a program based on the storytelling strategy in developing reflective thinking skills among fifth-grade students in primary education in the Republic of Yemen. The research follows a quasi-experimental methodology, and the research sample was limited to (95) female students from the fifth grade of primary education. The sample was randomly divided into two equal groups: an experimental group and a control group. The experimental group consisted of (47) students, while the control group consisted of (48) students. To achieve the research objective, the researchers prepared a list of reflective thinking skills, a program based on the storytelling strategy, a teacher's guide, a student book, and a test of reflective thinking skills. The research findings indicate significant differences significance level of (0.05) between the mean scores of the experimental and control groups in the post-test of reflective thinking skills in favor of the experimental group. Moreover, there are statistically significant differences at a significance level of (0.05) between the mean scores of the experimental group in the pre-test and post-test of reflective thinking skills, favoring the post-test. The research recommends the inclusion of storytelling in the curriculum, supported by diverse activities that develop reflective thinking skills among students, and the training of teachers on using modern teaching strategies, especially the storytelling strategy. (Published abstract)