Abstract
The research aims at studying the impact of employing the realistic model in the academic achievement of history subject and the development of critical thinking among fifth-grade literary female students. The research was applied to the research sample adopting the experimental approach with the post-test of achievement, pre and post-test for critical thinking, where the sample was divided into an experimental group (30 female students) using the realistic model and a control group (30 female students) using the standard method. After conducting equivalence between the two groups in (chronological age, intelligence, the criterion of pre-critical thinking, and the grades of students in the history subject for the fourth grade of middle school) the scientific material represented in the first and second semesters of the subject to be taught to fifth-grade literary students at the Ministry of Education was determined.The behavioral purposes were extracted, preparing therequired plans, and students were taught according to their steps.After applying the experiment and applying the two research tools, the following results were reached:
 1- There is a statistically significant difference at the level of (0.05) in achievement in favor of the experimental group.
 2- There is a difference of statistical significance at the level (0.05) between the mean scores of the two groups in developing critical thinking in favor of the experimental group.
Highlights
Understanding science and its processes contributes to the development of thinking in a creative and critical manner and solving problems
The researchers decided to apply the realistic three-stage model based on constructive knowledge and the generation of scientific ideas and concepts, which may contribute to raising the level of historical academic achievement of students and the development of their critical thinking
The researcher prepared an achievement test and a test of physical concepts, where the results showed the superiority of the experimental group that studied through the realistic model over the control group that studied in the usual way in achievement test scores and physical ones
Summary
Understanding science and its processes contributes to the development of thinking in a creative and critical manner and solving problems. The researchers decided to apply the realistic three-stage model based on constructive knowledge and the generation of scientific ideas and concepts, which may contribute to raising the level of historical academic achievement of students and the development of their critical thinking. (Al-Atoum, 2004) shows the importance of teaching critical thinking as a skill for students to make them achieve better marks in performing tests, less reliant on teachers and textbooks, and tend to depend on themselves in the learning process They would be more able to build knowledge by selfreliance, and they change the structures in society that restrict certain groups of people. (Al-Khalili and et al.) defined it“employing the requirements of constructivist philosophy and the principles of science teaching in various realistic circumstances, represented by the nature of the subject matter and the characteristics of students, educators and teachers, consisting of three components: reality analysis, planning, implementation. The groups are cooperating within the same group and competing to win, and papers are distributed that include the thinking-provoking questions
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