A Proposed Strategy Based on Argumentation Theory in teaching Philosophy for Developing Probabilistic Thinking among Secondary Stage Students.

         The research attempted to develop probabilistic thinking in philosophy among the first year of secondary stage students using a proposed strategy based on argumentation theory. The research used the quasi-experimental approach.  The research group consisted of 70 students. Students were divided into two groups: experimental group which consisted of 35 students and the control group which also consisted of 35 students. Tool of the study was a pre/post test of probabilistic thinking which was administered to the experimental and the control groups before the treatment.  The philosophy curriculum was taught to the experimental group using the proposed strategy, while the students of the control group were taught in the traditional way. The test was administered to the experimental and control groups after the treatment.                                                                                                
      The research indicated that: there were statistically significant differences between the mean scores of the experimental group and the control group in the post administration on probabilistic thinking for the experimental group.                              
       In the light of the research results, the researcher presented a number of recommendations which include: Paying attention to the fields of modern logical studies, probabilistic thinking and the theory of argumentation. These fields are the mechanisms and tools of contemporary logical discourse to analyze the daily life issues. The researcher also recommends organization of meetings and workshops to clarify and train teachers of philosophy on Models of argumentation theory and its implementation procedures, and introducing them to strategies for developing probabilistic thinking.