الفهرس 
الفصل الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Summary
This study aims at evaluating some of the concepts of the social studies in the first stage of fasic education among the students in the teachers training institutes. It tries to answer the following 2uestions:
1 - To what extent do the students in teachers training institutes master some of the social studies concepts in the first stage of basic education?
What are the concepts implied in the social studies books in the first stage of basic education?
3 - To what extent are these concepts available in the social studies books in the teachers training institu-
tes?
4 - How can we evaluate some of these concepts among the students of teachers training institutes? The Importance of the Study:
It compares between the concepts included in the his-tory books in the first stage of basic education and those implied in the history books in teachers train-ing institutes.
2 - This study introduces a model of the achievment test in the historical concepts which can be used for eva-luating the historical concepts among the students of teachers training institutes.
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3 - It reveals the points of weakness among the student-teachers in learning social studies concepts in general and the historical concepts in particular; which can be useful in developing the training programs of the teac-her of first stage in basic education and also in the in-service training programs. The Limitation of the Study:
1 - The history books of the fifth and sixth grades in basic education.
2 - The history books that the students in teachers train-ing institutes study.
3 - Evaluating some reciprocal historical concepts in the knowledge levels ( remembering - understanding- apply-
ing ).
-A sample of male and female students ( literary sect-
ion ) in teachers training institutes in Kaliubia nro-vince.
5 - The diagnostic side only is concerned in the evaluat-ion. The lian of the Study:
Chapter One:
The introduction -the research problem - the imp-ortance of the research the limits of the research-the research hypothses- the research procedure and instru-
ments- the definitions of terms.
The liaotheses of the study. are formulated as follows:
I - There are on significant differences in the average between the male and female students in teachers train-ing institutes concerning acquiring of the evaluated
historical concepts.
- Ttere are no significant differences in the average between the male and female students in teachers train-ing institutes concerning remembering the evaluated
historical concepts.
There are no significant differences in the average marks between the male and female students in teachers training institutes concerning understanding the eval-
ated historical concepts.
Tilere are no significant differences in the average between the male and female students in teachers train-ing institutes concerning applying the evaluated histo-
rical concepts. Chapter Two:
It deals with the review of literature related to the study. They are devided as follows:
3tudies which deal with concepts acquisition and devel-
opment.
-Studies which deal with concepts learning evaluation.
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WNW Chapter Three:
A theoretical study of concepts; their nature, levels, their learning importance, and the methods of their evaluation.
Chan ter Four:
It is related to the practical procedure the res-earcher has followed in the content analysis to define the historical concepts. This is fulfilled through the following:
1 - The definition of content analysis approach, its impo-rtance, and the steps which must be followed in using it.
2 - Content analysis of the history books in the fifth and sixth grades of basic education to define the implied concepts.
3 - Content analysis of the history books which the stude-nts study in teachers training institutes to define the included concepts.
4 - Defining the reciprocal concepts in the previous steps. They are 42 concepts.
5 - Assuring the reliability and validity of the analysis through the following :
- The reanalysis of content by the researcher after
more than two months of the first analysis.
-The reanalysis of the content by some colleagues in curriculum departmant to make sure of the results of content analysis the researcher makes.
-Judging the results of the content analysis by spe-
specialist jury to know their opinions about selec-tinF the evaluated concepts.
-hoosing 25 concepts which are most frequent in the two stages to be evaluated according to the jury’s opinions. Chapter Five:
Constructing an acquisition test in the historical concepts which were selected in the levels of ( rememb-ering-understanding- applying ). It contains the following:
a - Definition of the acquisition test and its aim.
b - Formulation of the test items.
c - Judging the test by a jury to decide its applic-ability then making the recommended modificati-
ons.
d - Applying the test on a representative sample of teachers training institutes students among them are fifth grade, literary section students to estimate the test’s reliability and validity.
e - Estimating the test’s reliability with its three
dimensions using .split halp method. The reliab-ility of the items was estimated using and inte-rnal consistency, consequently five items of each level were deleted, so the number of the items
became 60 items.
f - Using content validity and also jury validity to assure test’s validity. Estimating the degree of easiness and difficulty of each question and also the questions’ ability of discrimination.
Chanter Six:
The basic expriment of the study, its aim and the procedure that was followed in the practical application. This chapter includes the following:
1 - Selecting the sample of the study intentionlly and the total number was 598 students.
2 - Applying the test on the sample of the study.
3 Cheking the test and estimating the marks.
4 - The statistical treatment using:
-Chi Square Test.
-T.Test of significant differences.
-The percentage of the right, wrong and neglected answers. The results indicates the following:
) The General Results:
1) The poor general standared of the students in the historical concepts acquisition for the whole test, as the results indicate that only 33% of
the sample master these concepts.
2),lost students concentrate on memorization of fac-ts and concepts. This is clear in the results of the test in remembering and descriminating the right definition of concept. The results indic-ate that 53% of the sample master the concept definition. This proves that the essential centration is on memorization of facts and conc-epts for the sake of the examination.
3)The low standard of the students concerning und-erstanding and interpretation of concepts and recognizing the relation between what they had learned and the new situations. This is expli-cit in the results of understading and applying tests as they indicate that 46% of the sample reached the mastery level in understanding the concepts, while 25% only reached the mastery level in the applying test. This is a proof of the low standard of the students in mastering the use of concepts in new situations.
B ) Concerning the Differences between Male and Female
students: The Present stud reached the following:
1) There are significant differences at.Ol level of significance in acquiring the historical concepts between the male and female students in the whole test in favour of the male students, so the first hypothsis was not fulfilled.
2)There are significant differences at .05 level of significance in acquiring the historical concepts between the male and female students in the level of remembering in favour of the male students which indicates that the second hypothesis was not fulfilled.
3)There are no significant differences in acquiring the historical concepts between the male and fem-ale students in the level of understading, so the third hypothesis was fulfilled.
4)There are significant differences at.005 level of significance in acquiring the historical concepts between the male and female students in the level of applying in favour of the male students, so the fourth hypothesis was not fulfilled.,
) Concerning the Results of analyzing and discussing the Evaluated Concepts:
1)Mixing the historical concepts without recogniz-
ing the limits between the distinctive characte-ristics of each concept.
2)The confusion between the similar substitutes as
it occurs between the right definition of concept and the wrong ones.
3)The results indicate that the students in teach-ers training institutes did not master the eval-uated historical concepts and they also ensure the low percentage of the right answers concern-ing the ability of applying the historical
concepts in new situations.
4) The results of this study are similar, to a great extent, to the results of the previous studies in the field of concept evaluation, specially those concerning the quality of common mistakes in lea-ning concept.
This is as follows:
a - The high standard of the students concerning remembering the concepts definitions specia-lly those common ones.
b - The low standard of students mastery concer-ning understanding of concepts and their use in new situations.
Recommendations of the Study:
Accordingly there are some recommmendations concerning the plamning of social studies curriculin, the methods of teaching and evaluation approoches. It also introduces some suggestions in that field.