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الفصل الأول: مشكلة البحث ( تحديدها وخطة دراستهايوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
In fact, Events are accelerating and The sources of information are varying, In the age of scientific development and open skies; For this it was inevitable to confront This much information and knowledge And develop ways of dealing with it, Through a method based on logic, investigation, organization and judgment on the validity or not; By developing critical thinking skills Which Make the recipient of this large amount of information has the ability to think critically, independently , impartially and carefully, Able to distinguish between Lousy and precious, Also it makes the student A thinker has the ability to interpret events, link them to their outcomes, organize them, deduce information, extrapolate rules, and identify valid arguments and assumptions.
Social studies are concerned with the student’s interaction with her environment, and the new events and issues facing the environment and the society in which she lives. The social studies curriculum included a fertile environment to provide students with an important amount of geographical and historical information to link the student with her environment and enhance interaction between them.
Because students differ among themselves in how they receive and process information , as well as in learning styles, Bernice McCarthy has developed the 4MAT model, which is based on the principles of theories of John Dewey, Carl Jung and David Kolb for experimental learning. And merging them with the ways of the two sides of the brain working, this model takes into account all learning styles and individual differences between students, as it takes into account the characteristics of the work of the two hemispheres in receiving and processing information, making the students in the focus of attention in the educational process and takes into account its inclinations, which develops attitudes towards the desire to learn
Based on the above, A Suggested program has been prepared based on The strategy of 4mat in Teaching Social Studies for Developing Critical thinking skills and Attitude towards Social Studies learning For third-grade middle school pupils.
Research Problem and its questions:
Research Problem:
The current research problem is weakness of third preparatory pupil’s level in critical thinking skills, and attitude towards learning social studies.
Research Questions:
The current research tries to answer the main research question:
” What is the Effectiveness of a Suggested Program based on The 4MAT strategy in Teaching Social Studies for Developing Critical thinking skills and Attitude towards Social Studies learning of the third grade preparatory pupils? ”
Off this main question branch some sub – questions as follows:
1. What are the critical thinking skills which should be developed in the third preparatory pupils?
2. What is the visualization of the proposed program based on The 4MAT strategy in Teaching Social Studies for Developing Critical thinking skills and Attitude towards Social Studies learning of the third grade preparatory pupils?
3. What is the visualization of a Critical thinking skills test of the third grade preparatory pupils?
4. What is the Effectiveness of a Suggested Program based on The 4MAT strategy in Teaching Social Studies for Developing Critical thinking skills of the third grade preparatory pupils?
5. What is the visualization of a measure of Attitude towards Social Studies learning of the third grade preparatory pupils?
6. What is the Effectiveness of a Suggested Program based on The 4MAT strategy in Teaching Social Studies for Developing Attitude towards Social Studies learning of the third grade preparatory pupils?
Research Objectives:
The current research aims to the following:
1. Measuring the effectiveness of the proposed program based on The 4MAT strategy in Teaching Social Studies for Developing Critical thinking skills of the third grade preparatory pupils.
2. Measuring the effectiveness of the proposed program based on The 4MAT strategy in Teaching Social Studies for Developing Attitude towards Social Studies learning of the third grade preparatory pupils.
The importance of the research:
- For Curricula planners and designers
1. Provide them with a list of critical thinking skills that must be developed in the third grade preparatory pupils.
2. Provide them with a measure of the Attitude towards learning social studies for pupils in the third grade preparatory pupils.
3. Providing them with the proposed program based on the 4MAT Strategy to develop critical thinking skills and the Attitude towards learning social studies for the third preparatory pupils.
4. May draw the attention of those responsible for planning education to include critical thinking skills in all curricula of the educational stages.
- For teachers
1. May serve teachers by providing them with a program that helps them to develop the skills of thinking of their pupils, especially critical thinking skills.
2. May serve teachers by providing them with a program that helps them to develop the Attitude towards learning social studies for students in the third grade preparatory pupils.
- For the third grade preparatory pupils:
1. Developing their mental abilities by developing their critical thinking skills.
2. Improving their attitude towards learning social studies.
3. It may help them in the future by having the ability to think critically and carefully before making any decision facing them, and to make sure that the information they hear is correct.
- For Researchers:
1. May open the way for researchers to new studies concerned with developing critical thinking skills and developing the attitude towards learning social studies effectively using new methods and strategies.
Hypotheses of the research
To answer the research questions, research assumed the following Hypotheses:
1. There are statistically significant differences between the average scores of the third grade preparatory pupils (research group) on the pre and post-measurements of (the Explanation) skill in favor of the post-application.
2. There are statistically significant differences between the average scores of the third grade preparatory pupils (research group ) on the pre and post-measurements of (the Deduction) skill in favor of the post-application.
3. There are statistically significant differences between the average scores of the third grade preparatory pupils (research group ) on the pre and post-measurements of (the Induction) skill in favor of the post-application.
4. There are statistically significant differences between the average scores of the third grade preparatory pupils (research group ) on the pre and post-measurements of (the Determine the relationship between cause and effect) skill in favor of the post-application.
5. There are statistically significant differences between the average scores of the third grade preparatory pupils (research group ) on the pre and post-measurements of the Differentiate (Differentiate between Truth and opinion - Differentiate between Relevant information and irrelevant information ) skill in favor of the post-application.
6. There are statistically significant differences between the average scores of the third grade preparatory pupils (research group) on the pre and post-measurements of (the Comparison skill) in favor of the post-application.
7. There are statistically significant differences between the average scores of the third grade preparatory pupils (research group) on the pre and post-measurements of (the Sequence) skill in favor of the post-application.
8. There are statistically significant differences between the average scores of the third grade preparatory pupils (research group) on the pre and post-measurements of (the Identify the correct arguments and assumptions) skill in favor of the post-application.
9. There are statistically significant differences between the average scores of the third grade preparatory pupils (research group) on the pre and post-measurements of the critical thinking skills (as a whole) in favor of the post-application.
10. There are statistically significant differences between the average scores of the third grade preparatory pupils (research group) on the pre and post-measurements of (the Enjoy learning social studies) in favor of the post-application.
11. There are statistically significant differences between the average scores of the third grade preparatory pupils (research group) on the pre and post-measurements of (The value of the subject of social studies) in favor of the post-application.
12. There are statistically significant differences between the average scores of the third grade preparatory pupils (research group) on the pre and post-measurements of (Social Studies Teacher Practices) in favor of the post-application.
13. There are statistically significant differences between the average scores of the third grade preparatory pupils (research group) on the pre and post-measurements of (Social Studies subject topics) in favor of the post-application.
14. There are statistically significant differences between the average scores of the third grade preparatory pupils (research group) on the pre and post-measurements of A measure of the attitude towards learning social studies (as a whole) in favor of the post-application.
Limitations of the research
1- A Specific group of the third grade preparatory pupils (65) from Somasta Girls Preparatory and Secondary Azhar Institute, Somasta center of Bani Suef Governorate.
2- Measuring the skills of the critical thinking : ”Explanation – Deduction – Induction - Determine the relationship between cause and effect - Differentiate (Differentiate between Truth and opinion - Differentiate between Relevant information and irrelevant information) – comparison - Sequence - Identify the correct arguments and assumptions ”.
3- Measuring the attitude towards learning social studies: ” Enjoy learning social studies - The value of the subject of social studies - Social Studies Teacher Practices - Social Studies subject topics ”.
Approach of the research
The current research used the following approaches:
1- The analytical, descriptive approach: it is used for Preparation the theoretical framework for the research, preparing a list of the critical thinking skills, and an attitude measure towards learning social studies, preparing the experimentation and measurement tools used in the research.
2- The Experimental approach: for identifying the effectiveness of the proposed program based on The 4MAT strategy in Teaching Social Studies for Developing Critical thinking skills and Attitude towards Social Studies learning of the third preparatory pupils, where the researcher uses the experimental design of the one group (research group). Furthermore, the experimental approach depends upon comparison between the pre and post-measurements of the program proposed for the research to the one group (research group).
Research materials and tools:
- Materials of Researcher
1. Proposed program based on The strategy of 4mat .
2. The teacher’s guide.
- Tools of the Research:
1. The Test of the Critical thinking skills. (prepared by the researcher).
2. The attitude measure towards learning social studies. (prepared by the researcher).
Steps of the research
To answer questions of the current research, the study will follow the following steps:
1- Conducting a survey study for the previous researches and studies related to (The 4MAT strategy - the critical thinking skills - the attitude towards learning social studies).
2- Conducting a theoretical study of the following: (The 4MAT strategy - the critical thinking skills - the attitude towards learning social studies).
3- Preparing a list of the critical thinking skills, and presenting it to the experts and jury for calculating validity and reliability thereof.
4- Preparing and building the proposed program, entitled (Physical Geography of the continents of the ancient and new World) based on the 4MAT strategy, which includes an introductory lesson to introduce students to critical thinking skills, in addition to three lessons, and controlling the program by presenting it to the experts and jury for calculating validity and reliability thereof.
5- Preparing the teacher’s guide and ensuring its scientific validity by presenting it to the experts and jury for calculating validity and reliability thereof.
6- Preparing a test for measuring the critical thinking skills, and calculating the validity and reliability of the test, and presenting it to the experts and jury for calculating validity and reliability thereof.
7- Preparing an attitude measure towards learning social studies, and calculating the validity and reliability of the test, and presenting it to the experts and jury for calculating validity and reliability thereof.
8- Selecting a research group, consisting of (65) students from the third grade preparatory students from Somasta Girls Preparatory and Secondary Azhar Institute, of the academic year 2019/2020.
9- Pre application of the measurement tools to the research group.
10- Teaching the proposed program to the research group.
11- Post application of the measurement tools to the research group.
12- Analyzing data, testing the hypotheses validity, concluding findings and discussing thereof.
13- Submitting the recommendations and suggestions.
Results of the research
1. There are statistically significant differences at (0,01) level between the average scores of the third grade preparatory pupils (research group) on the pre and post-measurements of (the Explanation) skill in favor of the post-application.
2. There are statistically significant differences at (0,01) level between the average scores of the third grade preparatory pupils (research group) on the pre and post-measurements of (the Deduction) skill in favor of the post-application
3. There are statistically significant differences at (0,01) level between the average scores of the third grade preparatory pupils (research group) on the pre and post-measurements of (the Induction) skill in favor of the post-application.
4. There are statistically significant differences at (0,01) level between the average scores of the third grade preparatory pupils (research group) on the pre and post-measurements of (the Determine the relationship between cause and effect) skill in favor of the post-application.
5. There are statistically significant differences at (0,01) level between the average scores of the third grade preparatory pupils (research group) on the pre and post-measurements of the Differentiate (Differentiate between Truth and opinion - Differentiate between Relevant information and irrelevant information ) skill in favor of the post-application.
6. There are statistically significant differences at (0,01) level between the average scores of the third grade preparatory pupils (research group) on the pre and post-measurements of the Comparison skill in favor of the post-application.
7. There are statistically significant differences at (0,01) level between the average scores of the third grade preparatory pupils (research group) on the pre and post-measurements of (the Sequence) skill in favor of the post-application.
8. There are statistically significant differences at (0,01) level between the average scores of the third grade preparatory pupils (research group) on the pre and post-measurements of (the Identify the correct arguments and assumptions) skill in favor of the post-application.
9. There are statistically significant differences at (0,01) level between the average scores of the third grade preparatory pupils (research group) on the pre and post-measurements of the critical thinking skills (as a whole) in favor of the post-application.
10. There are statistically significant differences at (0,01) level between the average scores of the third grade preparatory pupils (research group) on the pre and post-measurements of (the Enjoy learning social studies) in favor of the post-application.
11. There are statistically significant differences at (0,01) level between the average scores of the third grade preparatory pupils (research group) on the pre and post-measurements of (The value of the subject of social studies) in favor of the post-application.
12. There are statistically significant differences at (0,01) level between the average scores of the third grade preparatory pupils (research group) on the pre and post-measurements of (Social Studies Teacher Practices) in favor of the post-application.
13. There are statistically significant differences at (0,01) level between the average scores of the third grade preparatory pupils (research group) on the pre and post-measurements of (Social Studies subject topics) in favor of the post-application.
14. There are statistically significant differences at (0,01) level between the average scores of the third grade preparatory pupils (research group) on the pre and post-measurements of A measure of the attitude towards learning social studies (as a whole) in favor of the post-application.
15. Effectiveness of the proposed program based on the 4MAT strategy in developing critical thinking skills of the third grade preparatory pupils.
16. Effectiveness of the proposed program based on the 4MAT strategy in developing the attitude towards learning social studies of the third grade preparatory pupils.
Recommendations of the research
In the light of the aforesaid findings concluded from the current research, the following conclusions can be submitted:
1- Attention to taking into account individual differences between pupils.
2- Using modern teaching and learning strategies that take into account all types of learners and their learning styles.
3- Making the teaching and learning process centered around pupils through activating and diversifying activities.
4- Interest in activating the utilization of the capabilities of both the two parts of the brain in the teaching and learning process.
5- Interest in linking learning to students ’previous experiences.
6- Developing curricula to use methods and strategies that concern individual differences between pupils in learning styles and take into account the characteristics of the work of the two parts of the brain, such as the 4MAT strategy.
7- Directing curriculum developers to take care to include critical thinking skills in all subjects and in all levels of study.
8- Training teachers to use and activate critical thinking skills in the educational process.
9- Attention to using methods and strategies that develop pupils’attitudes towards learning, such as the 4MAT strategy.
The suggested research
In the light of the research findings, the following research and studies can be suggested:
1- Preparing similar research applied to primary school students and secondary school students.
2- The effect of the 4MAT strategy on teaching geography to develop mapping skill for high school students.
3- Developing a social studies curriculum in light of the 4MAT strategy to develop achievement and the ’attitude towards geography
4- The effectiveness of a proposed program based on the 4MAT strategy in developing visual thinking and reading maps among primary school students
5- The effect of a proposed program based on the 4MAT strategy in teaching geography to develop the rationalization of water consumption and attitude towards its of primary and middle school students.
6- The effect of a proposed program based on the 4MAT strategy on teaching history to develop democratic concepts, citizenship values and the attitude towards learning of high school students.
Abstract
Title: Effectiveness of a Suggested Program based on The strategy of 4MAT in Teaching Social Studies for Developing Critical thinking skills and Attitude toward Social Studies learning of Preparatory School pupils.
Prepared by: Sahar Fathi Mohammed Abd Alaleem.
Degree: PHD Degree In Curricula and Instruction of social studies.
Advisors: Prof.Dr. Seham Hanafy Mohammed.
Faculty: Faculty of Education - Beni – Suef University Date: 1442 – 2020
Problem of the research:
The current research problem is weakness of third preparatory student’s level in critical thinking skills, and attitude towards learning social studies.
Approach of the research:
This research used
1- The analytical, descriptive approach.
2- The Experimental approach, by using the experimental design of the one group (research group). Furthermore, the experimental approach depends upon comparison between the pre and post applications of the program proposed for the research to the one group (research group)
Material of the Research:
- Materials of Researcher
1- Proposed program based on The strategy of 4mat .
2- The teacher’s guide.
- Tools of the Research:
1- The Test of the Critical thinking skills.
2- The attitude measure towards learning social studies.
Results of the Research:
1. There are statistically significant differences in (0,01) level between the average scores of the third grade preparatory pupils (research group ) on the pre and post-measurements of the SkillS ( Explanation - Deduction – Induction -Determine the relationship between cause and effect - Differentiate - Comparison - Sequence - Identify the correct arguments and assumptions), and the critical thinking skills as a whole, in favor of the post-application.
2. There are statistically significant differences in (0,01) level between the average scores of the third grade preparatory pupils (research group) on the pre and post-measurements of A measure of the attitude towards learning social studies of (Enjoy learning social studies - value of the subject of social studies - Social Studies Teacher Practices - Social Studies subject topics) and as a whole in favor of the post-application.
3. Effectiveness of the proposed program based on the 4 MAT strategy in developing critical thinking skills and the attitude towards learning social studies of the third grade preparatory pupils.
Key words: 4MAT Strategy - The Critical thinking skills - The attitude toward Social Studies learning – the third grade preparatory pupils.