Abstract:
Effectiveness of using meta-knowledge strategies in the development
of critical thinking in philosophy
This aimed study at identifying the effectiveness of using the meta-
knowledge strategies in the development of critical thinking in
philosophy. The study was limited to a sample of students of the third
year secondary school of literature and philosophy at the secondary
school of Sidi Abbaz Ghardaia district. The study sample consisted of 19
students (14) males and (5) females, were selected in a simple random
way and the researcher relied on the experimental method to design a
single group. To achieve the objectives of the study, the researcher built
a test in critical thinking according to the skills of California test for
critical thinking, Lessons according to strategies m Knowledge and
record the activities of students, and teaching students the material
philosophy, and after processing the data statistically the results of the
study to:
1- There are statistically significant differences between the average
grades of students in tribal and post-application to test critical thinking
in favor of the post-application.
2 - There are differences of statistical significance between the tribal and
post-measurement in the skill of analysis and for the benefit of the post-
application.
3 - There are statistically significant differences between the tribal and
post-measurement in the skill of induction and for the benefit of the
post-application.
4 - There are statistically significant differences between the tribal and
post-measurement in the skill of conclusion and for the benefit of the
post-application.
5 - There are statistically significant differences between the tribal and
post-measurement in the skill of inference and in favor of the post-
application.
6 - There are differences of statistical significance between the
measurement of tribal and remote in the skill of evaluating the
arguments and for the benefit of the post-application.
7 - There are no statistically significant differences in the degree of
ه
students' possession of critical thinking skills due to the gender variable
and in favor of females.
