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 أثر التفاعل بين اساليب عرض المحتوى ونمط الذكاء فى تدريس الدراسات الاجتماعية على تنمية مهارات التفكير المستقبلى لدى تلاميذ المرحلة الاعدادية

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الابراج : الدلو
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تاريخ التسجيل : 15/06/2009
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مُساهمةموضوع: أثر التفاعل بين اساليب عرض المحتوى ونمط الذكاء فى تدريس الدراسات الاجتماعية على تنمية مهارات التفكير المستقبلى لدى تلاميذ المرحلة الاعدادية   الإثنين 11 أكتوبر 2010, 10:43 pm


[ندعوك للتسجيل في المنتدى أو التعريف بنفسك لمعاينة هذه الصورة]

أثر التفاعل بين اساليب عرض المحتوى ونمط الذكاء فى تدريس الدراسات الاجتماعية على تنمية مهارات التفكير المستقبلى لدى تلاميذ المرحلة الاعدادية



عنوان الدراسة :



أثر التفاعل بين اساليب عرض المحتوى ونمط الذكاء فى تدريس الدراسات الاجتماعية على تنمية مهارات التفكير المستقبلى لدى تلاميذ المرحلة الثانية من التعليم الاساسى.



ادوات الدراسة :



- قائمة مهارات التفكير المستقبلى
-اختبار مهارات التفكير المستقبلى فى مادة الدراسات الاجتماعية.
- كتيب التلميذ فى وحدة الاخطار الطبيعية.




نتائج الدراسة :



توصلت الدراسة الى فاعلية استخدام اسلوب العرض النشط والتلاميذ ذوى الذكاء المكانى على تنمية مهارات التفكير المستقبلى.





*Introduction



In fact preparing students for the coming future has become a strategic goal for education. The should be able to cope with change. These radical changes calls for setting up plans for the upcoming futures.

So, there is a need to develop the futuristic thinking skills and that they should be included in curriculum in general and social studies curriculum in particular. The used content representation styles should also be reconsidered. Education should be helping students develop their skills and encourage them not toke afraid of change. Students should be provided with a non- threatening environment in which they can deal with change and strengthen their bonds with the outside world.



* Statement of the problem



The problem of the present study is concerned identifying the effect of social studies content representation styles and the prevailed intelligence on developing futures thinking skills of the preparatory school students.



* Questions of the study



The present study attempts to answer the following main question:

What is the effect of content representation styles and intelligence type in teaching social studies on developing futures thinking skills of preparatory school students? from this main question , the following sub questions were derived :-

1) What are the necessary futures thinking skills for preparatory school students with respect to social studies subject?

2) What is the effect of the variation of the intelligence type " logical – spatial " on developing futures thinking skills of preparatory school students with respect to social studies subject?

3) What is the effect of the variation in content representation styles "Iconic – Enactive" on developing futures skills of preparatory school students with respect to social studies subject?

4) What is the effect of the interaction between content representation styles and the prevailed intelligence type on developing futures thinking skills of preparatory school students with respect to social studies subject?





* Hypotheses of the study



The study hypotheses are as follows:-



1) There is a statistically significant difference at 0.05 level between the overall mean scores of the treatment group subjects " first year preparatory school students on the first year preparatory school students on the futures thinking skills test, with respect to social studies, due to the intelligence type " Logical – Spatial", regardless of the content representation styles " Iconic – Enactive" in favour of spatial intelligence students.

2) There is a statistically significant difference at 0.05 level between the overall mean scores of the treatment group subjects on the futures thinking skills test due to content representation styles " Iconic – Enactive" regardless of the intelligence type " Spatial - Logical " in favour of inactive representation styles.

3) There is a statistically significant difference at 0.05 level between the overall mean scores of the treatment group subjects on the futures thinking skills test due to interaction between the intelligence type and the content representation style.





* Aims of the study



This study aimed at:

1) Identifying the futures thinking skills necessary for preparatory school students.

2) Developing student's futures thinking skills through the use of a futures thinking skills program.

3) Designing a proposed program based on the integration between multiple intelligences and the content representation styles and their effects on developing the futures thinking skills of the preparatory school students with respect to social studies subject.





* Significance of the study



Significance of the present study lies in:

1) Presenting futures thinking skills checklist with respect to social studies for preparatory school students.

2) Highlighting the importance of the role played by social studies curriculums in developing futures thinking skills of students.

3) Drawing attention to the importance of developing curriculums is general and social studies curriculum in particular in a way that increases futures thinking skills through the use of topics that provoke those skills.

4) Applying recent modern theories multiple intelligence during teaching preparatory school students with the aim of improving the learning process.

5) Using variations of content representation styles of fulfill the principles of Active learning (AL).

6) Using multiple intelligences and content representation styles to increase the effectiveness of teaching social studies in light of future changes.

7) Present a unit that is based on "Iconic – Enactive" representation style to develop futures thinking skills.

8) Highlighting the importance of the role played by social studies curriculum in developing futures thinking skills.

9) Designing an evaluation instrument that is used to evaluate student's futures thinking skills.



* Method of the study



The present study followed the analytical descriptive method for reviewing the literature and the related studies on the theoretical part of the study. In addition, the experimental method was used to conduct the experiment and investigate the effect of content representation styles and multiple intelligences on developing futures thinking skills of preparatory school students.



* Procedures of the study



The present study went through the following procedures:

1) Pertinent literature and related studies were reviewed on the following :

a) The content representation styles used in social studies.

b) Intelligences types that could be developed with regard to preparatory school students.

c) Futures thinking skills of preparatory school student that could be developed with regard to social studies.

2) Reviewing instructional objectives of teaching social studies in the preparatory stage.

3) A checklist was designed for the futures thinking skills required for preparatory school students and submitted to a jury of specialists to versify its validity.

4) Using Gardner's standard to identify the prevailed intelligences types among first year preparatory school students.

5) A futures thinking skills test was designed by the researcher.

6) A suggested instructional unit was designed based on "Iconic – Enactive" representation styles to develop futures thinking skills. It included: objectives, content representation style, learning resources and evaluation and submitted to a jury of specialists to verify its validity.

7) The study sample was randomly chosen from one of shoubra El- Khema preparatory school students for girls.

8) The pre. Futures thinking skills test was administered.

9) The suggested instructional unit was taught in light of the content representation styles adopted.

10) The post futures thinking skills test was administered.

11) The study results were interpreted, conclusions were stated and recommendations for future research were suggested

.



* Result of the study



1) There is a statistically significant differences at 0.05 level between the overall mean scores of the treatment group subjects on the futures thinking skills test due to the intelligence type " Logical – Spatial" regardless of the content representation styles used " Iconic – Enactive" in favour of spatial intelligence students .

2) There is a statistically significant difference at 0.05 level between the overall mean scores of the treatment group subjects on the futures thinking skills test due to content representation styles "Iconic – Enactive" regardless of the intelligence type " Spatial – Logical" in favour of Inactive representation style.

3) There is a statistically significant difference at 0.05 level between the overall mean scores of the treatment group on the futures thinking skills due to the interaction between the intelligence type and the content representation style.





* Recommendations



1) Students should be practicing futuristic thinking skills via planning designing imaginary scenarios for the possible futures to be come.

2) Students should be making use of "the Iconic – Enactive" representation activities that were presenting the suggested instructional unit to develop their futuristic thinking skills.

3) It is important to direct curriculum aims to developing futuristic thinking skills.

4) Training teachers in general and social student teachers in particular to incorporate futuristic thinking skills in teaching.

5) Planning social studies text books in a way that enable students to identify problems and think of possible solutions and using the given resources for collecting data & information.

6) Providing educations and specialists, of the filed with a check list of the necessary futuristic thinking skills for preparatory school students that many be used where developing social studies curriculum.

7) It is important to choose the appropriate activities that focus on the prevailing intelligence types among students on one hand and on the other hand provoke then to think thinking about society proffers trying to find appropriate solutions light of the information & skills they have.

8) Providing an educational environment that is chance teized by mutual trust respect and friendliness between teacher and students on one hand and among students themselves on the other hand such a non threatening learning environment enhances student's abilities to learn and achieved the intended goals.

9) Social studies curriculum in general and geography in particular should be dealing with current issues that help students to perceive possible coming futures through the used of futuristic thinking strategies since the primary stage. (Early years).

10) Developing programs of training " student – teachers", geography section in faculties of education in light of preparing individuals for the coming century.

11) Training student teachers to use the appropriate methods of teaching for futuristic curriculum, e.g. self learning, futuristic problem solving and discovery.



* Suggestions for future research



Based on the results of the present study the following studies are recommended for future research:-

1) The effectiveness of a proposed training program for teachers of geography to help them acquire futuristic thinking skills and develop student's attitudes towards the future.

2) Evaluating social students syllabuses of the primary stage in light of futuristic up comings.

3) The effectiveness of using instructional activities that is based on perceiving geography.

4) Presenting a list of the necessary competencies for teaching futures thinking skills.

5) Designing a program for student – teachers based on perceiving possible futures styles and its effect on increasing the awareness of futuristic problem.

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الابراج : السرطان
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تاريخ التسجيل : 07/05/2011
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مُساهمةموضوع: رد: أثر التفاعل بين اساليب عرض المحتوى ونمط الذكاء فى تدريس الدراسات الاجتماعية على تنمية مهارات التفكير المستقبلى لدى تلاميذ المرحلة الاعدادية   السبت 07 مايو 2011, 1:45 am

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