Abstract

This study aimed to verify the effectiveness of the current events approach in teaching history to develop some critical thinking skills among the second grade students at secondary schools in Al-Jawf region. The semi-experimental method was used, the study sample consisted of (52) students who were divided into two groups, the control group included (27) students and the experimental group included (25) students. The researcher prepared the test of critical thinking. The results showed that there were statistically significant differences between the mean scores of the experimental group and the average scores of the control group in the post application of the critical thinking test when the skill to distinguish between facts and opinions was in favor of the experimental group, the presence of statistically significant differences between the mean scores of the experimental group and the average scores of the control group was in the post application of the critical thinking test at the skill of verifying the credibility of information sources in favor of the experimental group, the presence of statistically significant differences between the mean scores of the experimental group and the average scores of the control group in the post application of the critical thinking test at the skill of accuracy in examining facts for the benefit of the experimental group, and the presence of statistically significant differences between the means. The scores of the experimental group and the average scores of the control group in the post application of the critical thinking test at the skill of detecting the discrepancy in information were in favor of the experimental group and the presence of statistically significant differences between the mean scores of the experimental group and the average scores of the control group in the post application of the critical thinking test when the skill of determining the relationship between causes and results for the benefit of the group, the experimental group, and the presence of statistically significant differences between the average scores of the experimental group and the average scores of the control group in the post application of the total score for the critical thinking test in favor of the experimental group. In light of the results, some recommendations and proposals were formulated.