English abstract
The study aimed to reveal the effectiveness of the use of the
negotiating approach in obtaining social studies material and
developing historical thinking skills. The researcher used the
quasi-experimental approach, and a study sample which consisted
of (53) students from the Seventh Grade students from Al-Rawda
School for Basic Education in North Eastern Province in the
Sultanate of Oman. The sample was divided into two groups: the
experimental included (27) students and the control which included
(26) students. The researcher used two tools to achieve the goals of
the study: the achievement test and the test of historical thinking
skills. The researcher verified the validity of these tools by
presenting them to a group of arbitrators. The stability of tools
were varied through the cronbach Alva laboratory, where it
reached (0.75) for the achievement test, and (0.71) for the test of
historical thinking skills., The study found that there are
statistically significant differences at the level of significance (0.05
≥α) between the mean female students 'grades in the achievement
test and the post-historical thinking skills test for the benefit of
the experimental group. This finding confirms the effectiveness of
the negotiating approach in obtaining the subject of social studies
and the development of historical thinking skills among students of
the class Basic seventh. In light of this, the study recommended the
need to take advantage of the negotiating approach in teaching
subject studies, especially history teaching, and training social
studies teachers on how to use the negotiating approach in
teaching social studies.
