The Effectiveness of Thinking Actively in a Social context ( TASC ) Model in developing Depth of Historical Knowledge and Curiosity Epistemic Among Secondary school students

The research aimed to identify the effectiveness of Thinking Actively in a Social context ( TASC ) Model in developing depth of Historical Knowledge and Curiosity Epistemic Among Secondary school students, The research group consisted of two groups, numbering (50) students, which were divided into a control group and an experimental group, and the research group was applied. Preliminary research tools (depth of Historical Knowledge test - the Curiosity Epistemic scale) Then the unit was taught according to the teaching model for the students in the research group, then the research tools were applied post-hoc. The results of the research concluded that there the effectiveness of Thinking Actively in a Social context ( TASC ) Model in The research aimed to identify the effectiveness of Thinking Actively in a Social context ( TASC ) Model in developing depth of Historical Knowledge and Curiosity Epistemic Among Secondary school students, The research group consisted of two groups, numbering (50) students, which were divided into a control group and an experimental group, and the research group was applied. Preliminary research tools (depth of Historical Knowledge test - the Curiosity Epistemic scale) Then the unit was taught according to the teaching model for the students in the research group, then the research tools were applied post-hoc. The results of the research concluded that there the effectiveness of Thinking Actively in a Social context ( TASC ) Model in devel