The impact of self-questioning and negotiation strategies on developing critical thinking among fifth grade literary students in history

Abstract

The objective of the current research is to know (the effect of the strategies of self-questioning and negotiation in developing critical thinking among the students of the fifth literary grade in the subject of history). The first experimental group who study history using the self-questioning strategy and the average score of the second experimental group who study the same material using the negotiation strategy in developing critical thinking Self-questioning and the mean scores of the students of the control group who study the same material in the traditional way in developing critical thinking The subject itself in the traditional way in the development of critical thinking. The research is limited to students of the fifth literary grade in the governmental preparatory and secondary schools for boys in the city of Baquba, the center of Diyala Governorate. The superiority of the first experimental group that used the self-questioning strategy over the second experimental group that used the negotiation strategy, as well as the superiority of the two experimental groups over the control group that used the traditional method of teaching. Asking questions and ideas and their positive participation during the lesson 2- The strategy of self-questioning contributed to enhancing the students’ self-confidence and stimulating their motivation towards learning 3- The negotiation strategy motivated the students to use all their abilities and mental abilities through discussion, putting forward ideas and giving evidence, which developed their critical thinking skills. Through the results, the researcher recommends giving students the largest role in discussion, analysis, searching for questions and eliciting ideas and solutions. Training teachers to use modern strategies in teaching, especially the self-questioning strategy. Holding training courses to teach teachers and students about negotiation methods and their importance in the educational process, especially in teaching history as a complement to the current study. The researcher suggests conducting a study similar to the current study in other academic stages, conducting a study similar to the current study on the impact of the self-questioning strategy in another subject