الفهرس 
الفصل الاول مشكةالبحث(تحديدها-خطة البحثيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
An introduction
The integration approach- as an intermediate step between the separation of subjects totally and its integration- because it recognizes and uses separate subjects as well. But, while acknowledging and using them, it crosses its boundaries or ignores them where necessary during the teaching situation, so as to connect these subjects, without integrating them.
The concept of integration has finally changed. The important foundations on which the integrated approach is based are to assist the learner in natural integration and to continue this integration. It means that the learner benefits from the subject he is learning and takes care of the learner’s development in an integrated way in all aspects. And this by creating the conditions and possibilities for this. By doing so, the learner will be able to integrate between his past experiences and the current ones. Both of which are used to solve the problems that face them, which makes the learner feel this integration in him, and help him to choose his own experiences under the supervision of his teachers. A choice that makes him retains his unity and integrity, in his thinking and conduct.
In the light of the above, the concept of integration of educational experiences is intended to achieve the wholeness, perfection, completion and unity, as an educational objective sought by the individual on the one hand, and educational institutions on the other. Integration, as an educational process, must include the means and potentialities by which the above objectives can be achieved. It must also include ways to maintain a dynamic balance of educational experience in a rapidly changing world in all areas. Finally, integration should include ways in which the parts of the whole can be interconnected and unified. Sincethe contents of social studies courses in the second stage of basic education and its presentation do not provide an integrated model of common concepts, and the guidance of those responsible for teaching these courses do not emphasize the integration of them, in addition to that the most attention is focused on the collection of scientific material and not on how to handle it .This is confirmed by the patterns of questions in the first and second semesters of basic education.
There is a tendency to present common concepts in the relevant subjects. This approach does not help in achieving the objectives of these courses, including the development of common concepts and interpretive thinking skills. The other problem is that the growing use of traditional methods confirms the problem and thus the study attempts to integrate the common concepts and supports this via learning strategies and approaches that are consistent with the philosophy of integration.
In light of the above, the researcher conducted a survey on a sample of teachers and supervisors of some of the courses in the second stage of basic education at Fayoum Educational Administration in order to determine the extent of the growth of common concepts among the students of the second stage of basic education as well as to identify what the students have in relation to inferential thinking skills. The researcher has reached through the survey study to the following:
1 - The lack of the planned educational programs that help to develop common concepts.
2. The lack of continuity in the development of common concepts.
3. The content of the courses does not help students acquire inferential thinking skills.
4- Lack of presentation of scientific concepts related to the skills of inferential thinking skills during the courses.
5- The integration among the contents of the courses of mathematics, social studies and science is not there. These courses are also taught to students of the second stage of basic education. Through the above results of research and studies, and the complementary importance between the courses of science, mathematics and social studies and the use of some strategies for the development of common concepts, and the acquisition of some of the skills of inferential thinking and what has been shown in many research on the shortcomings of the courses in their current form by being independent from each other in the development of concepts and the acquisition of inferential thinking skills.
Hence comes the need for the current research to use some constructive learning strategies in order to find out how effective they are in the developing common concepts and some skills of inferential thinking for students of the second stage of basic education through a proposed program.
The Study Problem:
The problem of the study represents in the scarcity of integration between the curricula in the second stage of basic education, and, lack of interest in constructive learning strategies in the development of common concepts.
The problem of the study was thus formulated in the following main question: What is the effect of a proposed program on the integration of some courses of the second stage of basic education using some structural theory strategies and its impact on the development of common concepts and inferential thinking skills?
The study hypotheses were as follows:
1-There is a statistically significant difference between the average scores of the experimental group, which is taught using some constructional learning strategies, and the scores of students in the control group, which are taught in the traditional way in the test of common concepts for the students of the experimental group.
3. There is a statistically significant difference between the average scores of students in the experimental group studying the proposed program and the scores of students in the control group taught in the traditional way of testing common concepts and the reasoning test for the benefit of the experimental group.
Study Tools:
The researcher used the following tools:
First: Educational materials:
1. Analysis of the content of the curricula for the second stage of basic education and its presentation to the arbitrators.
2 - Teacher’s Guide on common concepts according to some strategies of structural theory shows how to follow the strategy when dealing with concepts and presentation to the arbitrators.
Second: Measurement tools:
1 - Test the common concepts of students in the grade three of the second stage of basic education and presented to the arbitrators.
2 - Test of inferential thinking and presentation to the arbitrators.
Chapter 2:
The researcher discussed the theoretical framework of the research on the following:
1. Integrative Approach
2. Structural theory
Chapter 3:
The researcher discussed the theoretical framework of the research on both:
1-Common Concepts
2 - Inferential Thinking
Chapter 4:
The experimental framework of the study
First: the study experience
• Study experience
• Experimental Design - Study Variables (Independent - Dependent)
• Proposed time plan for the proposed program
• Pre-application procedures
• Steps to apply the study experience
• What was taken into account during the application of the study experience
• The researcher’s observations during the application of the study experience
Chapter Five:
The researcher in this chapter examined the validity of research hypotheses, the results of the study and its interpretation, recommendations and proposed research.
• The results of the remote application to test the measurement of common concepts
• Measuring the effectiveness of the program in developing the common concepts of the study group
• Results of remote application to test the measurement of Inferential Thinking
• Measuring the effectiveness of the program in developing some of inferential thinking skills of the study group
• Results of the pre-post application to test the measurement of common concepts
• Results of pre-post application to test reasoning.
• Relationship between social studies, science and mathematics.
• Summary of results related to the hypotheses of the study.
The results were as follows:
• There were statistically significant differences between the average of the experimental and control groups in the total score to test the common concepts in favor of the experimental group.
• There are significant differences between the mean scores of the experimental and control groups in the test of reasoning for the experimental group.
• There are significant differences between the average scores of students in the experimental group taught in the proposed program and the grades of students in the control group that are taught in the usual way in the test of common concepts and the test of reasoning in favor of students in the experimental group.