إثر أنموذج تولمين في تنمية التفكير الجدلي لدى طالبات الصف الرابع الأدبي لمادة التاريخ

Abstract

The current research aims to identify the effect of Toulmin’s model in developing dialectical thinking among female students in the fourth year of history subject. The researcher chose an experimental design with partial control، and randomly chose Al-Khansaa Preparatory School to be a sample for the research، as the number of its students reached (70) students in each experimental and control group. The researcher conducted equivalence between the students of the two research groups in multiple variable, namely (chronological age calculated in months، intelligence level، dialectical thinking), after the researcher determined the scientific material، represented by the first four chapters of the book The History of Arab-Islamic Civilization، which was approved for teaching by the Iraqi Ministry of Education for the academic year 2023-2024،, the research identified (220) behavioral objectives for the first four chapters، prepared teaching plans for the two-research groups، and presented examples of them to a group of experts and specialists in the field of educational and psychological sciences and methods of teaching of history. The researcher adopted the dialectical thinking scale، consisting of (20) items، and verified from its validity after presenting it to a group of experts and arbitrators، and from its reliability by applying it to a survey sample of female students at Al-Khansaa Preparatory School for Girls and using the Cronbach equation، the reliability rate was (0.83). The study also reached the following result: There is a statistically significant difference at the significance level (0.86) and in favor of the experimental group that studied according to the Toulmin model over the control group that studied in the usual way. Based on this result, the researcher reached several conclusions including: (The Toulmin model proved its effective in developing the thinking of the female students of the experimental group. Teaching the history subject using the Toulmin model added to the lesson was very active, lively، and it brought happiness to the students and motivated them to participate in learning and dialogue, and this was confirmed by their superiority over the traditional method).