The Effect of Employing the Cognitive Journeys Strategy via the Web on Teaching History to Develop Historical Thinking Skills among Seventh Grade Female Students in Jordan

Abstract

This study aimed to reveal the effect of employing the strategy of cognitive trips via the web in teaching history to develop historical thinking skills among seventh-grade female students. The study sample consisted of (60) female students, who were chosen intentionally and were divided into two groups: experimental group of (30) students who were taught according to the cognitive journey strategy via the web, and a control group of (30) students who were taught according to the conventional method. To achieve the objectives of the study, the researcher prepared a test of historical thinking skills and a guide for employing a cognitive journey strategy via the web. The results of the study showed: the presence of statistically significant differences at the level of significance (α = 0.05) in the development of historical thinking skills on the sub-skills and on the total score of the test in favor of the experimental group that studied the strategy of cognitive journeys via the web. The researcher recommends providing the necessary training for male and female teachers during service to master the use of these historical techniques and employ them in teaching history.