The effect of activities based on reflective thinking in history teaching on students' success

This study was conducted to investigate the effects of reflective thinking activities on students' academic achievement in history teaching. The study was carried out with 50 students attending 9th grade in a high school affiliated to the Ministry of Education in Şehitkâmil district of Gaziantep. In the study, quasi-experimental pattern model with pre-test and post-test control group was used. There are 25 classes in the experimental group and 25 students in the control group. Academic achievement test was prepared by the researcher to collect the research data. Logs from reflective thinking activities were used for data analysis. Academic achievement test, which is a data collection tool, was applied to the experimental and control groups before and after the research. According to the results of the study, it was found that there is a significant difference between the academic achievement scores of the experimental group students in which the teaching activities based on reflective thinking and the control group students in the program are applied. The answers of the students in their diaries about what they learned in this course are coded as sufficient and partially sufficient. According to the results of the diaries, as the week progressed, the majority of the students provided information that they had learned the subject sufficiently. Key words: Reflective thinking, History teaching, Academic success