The Effect of a Proposed Strategy for Teaching Sociology in Developing High-Order Thinking Among Fourth-Grade Literary Students

The problem of the current research is summarized in the usual method adopted in most educational institutions (preparatory and secondary schools), which is limited to dictation, memorization and indoctrination and does not take into account individual differences between students, which leads to students not interacting with the material. Therefore, the objectives of the current research are determined by identifying the name (The effect of a proposed strategy for teaching sociology in developing high-level thinking among fourth-grade literary students). The research community represented the fourth-grade literary students, numbering (66 students), as the research sample. The researcher used the experimental design. Then the researcher prepared a questionnaire that included (112) behavioral objectives from the subject of sociology. Then the equivalence of the two research groups was verified in the variables of chronological age calculated in months, last year’s grades in sociology, parents’ academic achievement and mental ability test. Then the researcher used two research tools, the first was a mental abilities test consisting of (50) multiple choice items, while the second tool was a high-order thinking test consisting of (40) items. The experiment was applied in the first semester, and the researcher studied the two research groups himself, and the results were processed statistically and the results appeared as follows: 1. There is no statistically significant difference at the level of (0.05) in the arithmetic averages between the two groups in the mental abilities test except for a little and in favor of the experimental group 2. There is also no statistically significant difference at the level of (0.05) in the arithmetic averages between the two groups except for a little and in favor of the experimental group Chapter One: The Research Problem This may prompt teachers to diversify teaching strategies to provide a modern and new style in educational institutions, which cares about developing thinking to form a creative and thinking student, who participates in the classroom so that this appears positively in his ability to communicate in different aspects of life, to make the student face activities and questions that he was not familiar with previously in terms of organizing knowledge and thinking, and finding solutions that make him aware of his information and absorb it to be a basic motive for his cognitive structure that he relies on in facing educational and life situations, especially his scientific thinking. (Zayer and Ahoud, 2015: 175) The researcher noticed the weakness of