Abstract:
The aim of this study was to compare the impact of two models for teaching thinking skills on the development of secondary school female students’ higher cognitive abilities in the kingdom of Bahrain. To achieve this goal, two experimental programs were implemented on two experimental groups each of which included 18 students. Their performances on the pre- and post-tests were compared with the performances of a control group consisting of 20 students. The study revealed that there were statistically significant differences between the performances of the two experimental groups and the control group on the post-test in favor of the experimental groups. In addition, the results showed that there were nonstatistically significant differences between the performances of the two experimental groups. Thus, the two models had the same impact on the development of higher thinking skills.
