الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The current research aims to identify the impact of a suggested program in history based on TRIZ theory in the light of the twenty-first century skills to develop historical concepts, historical thinking skills and self-efficacy for the first secondary grade students, the research sample consisted of (78) female students divided into two groups: an experimental group consisted of (39) female students they studied through TRIZ theory, and a control group consisted of (39) female students studied in the traditional way. To achieve the aim of the research, the following tools were prepared: a proposed program in history based on TRIZ theory in the light of the twenty-first century skills, historical concepts test, historical thinking skills test and a self-efficacy scale. The results of the research indicated that there was a statistically significant difference at the level (0.05) between the mean scores of the students of the experimental and control groups in the post application of the historical concepts achievement test in favor of the experimental group, and the results of the research indicated that there was a statistically significant difference at the level (0.05) between the mean scores of the students of the experimental and control groups in the post application to test historical thinking skills in favor of the group, and there is also a statistically significant difference at the level (0.05) between the mean scores of the students of the experimental and control groups in the post application of the measure of self-efficacy in favor of the experimental group.Therefore, the study recommends the importance of reformulating the content of the history curricula at the secondary stage in line with the principles of TRIZ theory and the skills of the twenty-first century. Also, training history teachers to formulate test questions in a way that helps develop and evaluate historical concepts and historical thinking skills and developing activities in the history curricula at the secondary stage that help develop students’ self-efficacy.