Evaluation of critical thinking skills included in the history curriculum for second year preparatory students in the Arab Republic of Egypt

Abstract

The study aimed at evaluating the critical thinking skills of second year middle school students during the academic year (2018-2019). With the aim of identifying the extent to which these students have mastered these skills، and to provide researchers in the field of curricula, teaching methods, social studies, and educational psychology with appropriate standards; To measure critical thinking skills, the test was applied to a group of second year middle school students in a group of schools affiliated with the Directorate of Education in Aswan Governorate. On (5) skills, they are: (predicting assumptions - interpretation - evaluating discussions - deduction - conclusion). The test reliability and validity were calculated, and the values were high and acceptable according to the different methods of calculation used in the research; Where the values of the reliability coefficient ranged between (0.72 - 0.93), and the value of the coefficient of self-honesty was (0.91), and the test items achieved discriminatory sincerity at two confidence levels (0.95% - 0.99%), meaning that there is a statistically significant difference at the level (0.01) between the mean The scores of the two groups of students are high and low in critical thinking skills, and this indicates the validity of the test factors in measuring what was set to be measured. - Conclusion), and the researcher recommended the need to focus on measuring the learners’ ability to master critical thinking skills, and training primary school teachers on how to build tools to measure their students’ critical thinking skills