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Problem statement: This study focused on the importance of critical thinking in teaching methods especially in history course such as using thinking programs in teaching, this study aimed at exploring the effectiveness of a training program based on Cognitive Research Trust (CoRT) strategies to develop seventh grade student's critical thinking in history course. Approach:To achieve this goal, a training program was designed based on CoRT strategies. A critical thinking test was prepared for the chapter entitled as "The Age of Revolutions". The study sample consisted of 163 seventh grade male and female students in Amman Second directorate. The subjects were divided into two groups. The experimental group consisted of 80 male and female students, who were taught through the CoRT program and the control group which consisted of 83 students who were taught regularly. Results and Conclusion: The results showed that there are statistical differences in seventh grade student's critical thinking for history course related to teaching methodology and for the way of the training program which is based on CoRT strategies.

This study aimed at exploring the effectiveness of using the learning cycle strategy in acquiring the geographical concepts for tenth graders. The sample of the study included 124 male and female students who were divided into two groups, the experimental group and the control one. The experimental group that consisted of 64 male and female students studied the material through the learning cycle strategy, while the control group that consisted of 60 male and female students studied it through the traditional method. The findings of the study indicated that there were statistically significant differences regarding the attainment of the tenth graders in acquiring the geographical concepts and for the experimental group. And, the findings did not indicate any statistically significant differences in the attainment of these students related to the variables of gender, teaching method ,and the interaction between both of them. هدفت هذه الدِّراسة إلى تقصي فاعلية استخدام استراتيجية دورة التعلم في اكتساب المفاهيم الجغرافية لدى طلبة الصف العاشر الأساسي، وقد تكونت عينة الدِّراسة من (124) طالباً وطالبة، تم تقسيمهم إلى مجموعتين: المجموعة التجريبيّة التي درست المادة الدراسيّة من خلال استراتيجية دورة التعلم، وتكونت من (64) طالباً وطالبة، أما المجموعة الضابطة فقد درست المادة الدراسيّة نفسها وفق البرنامج الاعتيادي، وتكونت من (60) طالباً و طالبة. أظهرت نتائج الدِّراسة وجود فروق ذات دلالة إحصائيّة عند مستوى الدلالة (α ≤ 0.05) في تحصيل طلبة الصف العاشر الأساسيّ في اكتساب المفاهيم الجغرافية، ولصالح أفراد المجموعة التجريبيّة، كما أن النتائج لم تكشف عن وجود فروق دالة إحصائيّاً في تحصيل الطلبة تعزى لمتغير النوع الاجتماعي و التفاعل بين النوع الاجتماعي واستراتيجية التدريس.

The purpose of this study was to develop two study units in the social and national education according to the generative constructivist model and to measure their effects on thinking skills and life skills of the basic stage students. Study sample consisted of 60 third-grade students from AL-Yadodah school (Jordan) in the year 2013-2014. To achieve the objectives of the study, a higher thinking skills and life skills tests were prepared. The researchers developed the two study units according to the generative constructivist model. The study results showed that the experimental group outscored the control group on both the higher thinking skills, and on the post testing of the life skills.

The purpose of this study was to develop two study units in the social and national education according to the generative constructivist model and to measure their effects on thinking skills and life skills of the basic stage students. Study sample consisted of 60 third-grade students from AL-Yadodah school (Jordan) in the year 2013-2014. To achieve the objectives of the study, a higher thinking skills and life skills tests were prepared. The researchers developed the two study units according to the generative constructivist model. The study results showed that the experimental group outscored the control group on both the higher thinking skills, and on the post testing of the life skills.