The Effect of Problem-based Learning in Teaching History on Systemic Thinking and Curiosity among Fifth Grade Literary Students
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Abstract
The current study aimed at showing the impact of problem-based learning in teaching history in systemic thinking and curiosity among the fifth literary students. To verify this research, the current research community was defined by the fifth literary grade students in the morning intermediate and secondary schools who are regular in the official working hours in the Balad district of the General Directorate of Education in Salah al-Din, for the academic year 2020-2021, and intentionally, the Imam Secondary School for Girls was chosen in the Education Department of Balad. Division (A) was chosen randomly as an experimental group, as it was studied according to the previous knowledge revitalization strategy, and Division (B) as a control group studied according to the usual method and based on ( 31) female students for each group. The researcher prepared a systemic thinking test consisting of (22) items of multiple choice type, and its psychometric properties were confirmed. The results showed that the students of the experimental group who studied according to problem-based learning excelled over the students of the control group who studied according to the usual method in systemic thinking and curiosity, and in the light of the research results, the researcher put a set of recommendations and proposals
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