Development of an instructional model based on active learning approach to promote higher order thinking skills in history subject for students in small size schools

The promotion of higher-order thinking skills in history subjects should require an appropriate teaching style, so this research is experimental research with the objective purpose of this research was to develop an instructional model based on an active learning approach to promote higher-order thinking skills in history subjects for students in small size schools. In addition, it aimed to study the effect of using an instructional model based on an active learning approach to promote higher-order thinking skills in history subjects. The results of the analysis showed that the teaching and learning model according to the proactive concept had 5 steps in the teaching and learning process as follows: Identifying historical problems, Collecting of historical data, Pondering historical information, Choosing a historical conclusion, and Exchanging of historical data. Also, the results of the model showed that after learning according to the model, students in the experimental group had higher historical learning achievements than before (p < 0.05). After learning with an active learning approach, the students in the experimental group the students in the experimental group had higher higher-order thinking skills in history than before (p < 0.05). And the teachers in the small-scale schools in the experimental group had the highest level of opinions on teaching and learning management using the model. The above results can explain that the developed teaching and learning model has the following important components. Active learning management, Students do real work on the learning subject of history, Knowledge exchange from collaborative thinking, Students apply the knowledge that can be used to guide teachers in developing a student-centered teaching style in other subjects.