the effectiveness of a program based on Marazano's learning dimensions model to develop the depth of historical knowledge, mental habits, and satisfaction with learning history among second-year middle school students

     The current research was to measure the effectiveness of a program based on Marazano's learning dimensions model to develop the depth of historical knowledge, mental habits, and satisfaction with learning history among second-year middle school students. To achieve the research objectives, the descriptive and experimental approaches were used. The research group consisted of (74) students. The researcher prepared the research tools represented in: tests of the depth of historical knowledge, and the two scales: mental habits and satisfaction with learning history. The research yielded a set of results, the most important of which are: the presence of a statistically significant difference at the level of (0.05) between the average scores of the students of the two groups (experimental and control) in the post-application of the test: the depth of historical knowledge, and the two scales: mental habits and satisfaction with learning history in favor of the post-application. The adjusted gain ratio for "Black" (BMGR) was acceptable for the growth of the depth of historical knowledge, mental habits, and satisfaction with learning history, and the size of the effect of the learning dimensions model on the research variables as measured using The value of ((ղ2 was high, and after obtaining the results, they were processed using statistical methods. The researcher came up with a set of conclusions and presented a number of recommendations, including: the necessity of using the Marazano Learning Dimensions Model when building history curricula, and including the dimensions of depth of historical knowledge, mental habits, and dimensions of satisfaction with learning history in them, as they are among the main objectives of teaching history at all educational levels.