The Effect of Teaching the National and Civic Education Subject Using the Scientific Stations Strategy to Develop Critical Thinking Skills among Eighth Grade Students in Jordan in Light of their Learning Styles

Abstract

The current study aimed to identify the effect of teaching the subject of national and civic education using the scientific stations strategy. To develop critical thinking skills among eighth grade students in Jordan in light of their learning styles. The quasi-experimental methodology was used, it suits the purposes of the study. The study population consisted of (61) eighth-grade students at Wadi Al-Seer Basic School for Boys, affiliated with the Wadi Al-Seer District Education Directorate. Two classes from the same school were chosen. They were divided into two groups as follows: a control group of (30) students, who were taught in the usual way, and an experimental group which consisted of (31) students, who taught entirely in the scientific method. The study used the following tools: (testing critical thinking skills and identifying learning styles), which were verified for validity and reliability, in addition to relying on the scientific stations strategy as a tool that can develop students’ critical thinking skills. Indeed, the results showed that there were statistically significant differences between the mean scores of students in the experimental group and the control group on the critical thinking test, due to (the scientific stations strategy). It also showed that there were statistically significant differences between the mean scores of students in the experimental group and the control group on the critical thinking test is attributed to the (scientific stations strategy) in light of learning styles.