الفهرس 
الفصل الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
After looking at previous studies and research and conducting an exploratory study, the researcher found that there is a state of weakness among the first graders in preparatory school in their possession of realistic thinking and decision-making skills. In a good way, which is concerned with the applied aspect of developing realistic thinking and decision-making skills, and therefore the need to use modern teaching strategies such as the swom model in teaching the social studies course appeared to remedy this shortcoming, and the research problem can be formulated in the following main question : How can some realistic thinking and decision-making skills be developed among first-year preparatory students using the SWOM model in teaching social studies?This main question is divided into the following sub-questions:What are the appropriate realistic thinking skills for middle school students?What are the appropriate decision-making skills for middle school students? What is the proposed scenario for organizing the two units (natural and environmental hazards, and Egypt under the rule of the ptolemies and the Romans) in the social studies curriculum for the first grade of middle school in the light of the SWOM model to develop realistic thinking and decision-making skills?What is the effectiveness of using the SWOM model in teaching the two experimental units to develop the realistic thinking skills of the first preparatory grade students?What is the effectiveness of using the SWOM model in teaching the two experimental units to develop the decision-making skills of first-grade middle school students?Research Aims:The aim of the current research is to achieve the following:Determine a list of suitable realistic thinking skills for middle school .Determine a list of appropriate decision-making skills for middle school students.Preparing the proposed scenario for organizing the two units (natural and environmental hazards, and Egypt under the rule of the Ptolemies and the Romans) in the social studies curriculum for the first grade of middle school in the light of the SWOM model to develop realistic thinking and decision-making skills.Recognizing the effectiveness of using the SWOM model in teaching the two experimental units to develop realistic thinking skills among first-grade middle school students.Recognizing the effectiveness of using the SWOM model in teaching the two experimental units to develop decision-making skills among first-grade middle school students.Research importance:The importance of this research stems from the results presented to following categories:For the learners: keeping pace with modern educational trends that call for the student to play a positive role in the educational situation, and not to be a mere recipient of information.For teachers: assisting social studies teachers in identifying how to use the SOM model in teaching the subject to first-grade middle school students, which helps to develop some of their skills, simplify learning processes, renew prevailing teaching methods, and develop the teacher’s performance in the classroom.For the curriculum planners: directing attention to the development of the social studies curricula in the light of the SOM model, which helps to get rid of the difficulties of the subject of social studies for middle school students in general and for first year middle school students in particular.For social studies instructors: directing their attention to changing the form of traditional teaching and using new teaching methods in order to develop realistic thinking and decision-making skills among learners.Scientific research: enriching the theoretical frameworks related to realistic thinking and skills, decision-making, and opening the way for researchers to conduct new research.Research hypotheses:There is a statistically significant difference at the level of significance (≤ 0.05) between the mean scores of the experimental group and the control group in the post application of the realistic thinking skills test in favor of the experimental group.There is a statistically significant difference at the level of significance (≤ 0.05) between the mean scores of the pre and post application of the experimental group in the realistic thinking skills test in favor of the post application.There is a statistically significant difference at the significance level (≤ 0.05) between the mean scores of the experimental group and the control group in the post application of the decision-making skills test in favor of the experimental group.There is a statistically significant difference at the level of significance (≤ 0.05) between the mean scores of the pre and post application of the experimental group in the decision-making skills test in favor of the post application.The SOM model achieves effectiveness in developing realistic thinking skills for first grade middle school students, with a degree not less than (0.6) as measured by the Mc Gujian scale.The SOM model achieves effectiveness in developing the decision-making skills of first year middle school students, with a degree not less than (0.6) as measured by using the Mc Gujian scale. Search variables:The independent variable is represented in the SWOM model.The dependent variables are:-Realistic thinking skills.-Decision making skills.Research Tools and Materials: (prepared by the researcher)Research materials:A list of some realistic thinking skills suitable for first year middle school students.A list of appropriate decision-making skills for first-grade middle school students.The student’s book Wahdati (natural and environmental hazards, and Egypt under the rule of the Ptolemies and the Romans).The teacher’s guide for my unit (natural and environmental hazards, and Egypt under the rule of the Ptolemies and the Romans) according to the Sowm model.The student’s activity brochure for my unit (natural and environmental hazards, and Egypt under the rule of the Ptolemies and the Romans) according to the Sowm model and the activities integrated with it.Search tools:Testing the realistic thinking skills of first year middle school students.Testing the decision-making skills of first year preparatory students.Research Methodology:The researcher used the following two approaches in the current research:The analytical descriptive approach: in extrapolating research, studies and literature, and preparing the theoretical framework, research tools, educational materials, and the proposed conception for preparing two units of the social studies course in the light of the SUM model to develop realistic thinking and decision-making skills.Experimental approach: to determine the effect of the SOM model on developing some realistic thinking and decision-making skills among first-grade middle school students.Research results:There is a statistically significant difference at the level of significance (≤ 0.05) between the mean scores of the experimental group and the control group in the post application of the realistic thinking skills test in favor of the experimental group.There is a statistically significant difference at the level of significance (≤ 0.05) between the mean scores of the pre and post application of the experimental group in the realistic thinking skills test in favor of the post application.There is a statistically significant difference at the significance level (≤ 0.05) between the mean scores of the experimental group and the control group in the post application of the decision-making skills test in favor of the experimental group.There is a statistically significant difference at the level of significance (≤ 0.05) between the mean scores of the pre and post application of the experimental group in the test of decision-making skills in favor of the post application. There is a positive correlation between the grades of students of the experimental group in the dimensional application of the realistic thinking test and the decision-making test
The SOM model achieves effectiveness in developing realistic thinking skills for first grade middle school students, with a degree not less than (0.6) as measured by the Mc Gujian scale.
The SOM model achieves effectiveness in developing the decision-making skills of first year middle school students, with a degree not less than (0.6) as measured by using the Mc Gujian scale.
Second: Research recommendations.In light of the researcher’s findings, we present the following recommendations:Adopting the SWOM model for realistic thinking skills at all educational levels due to the effectiveness of this model.Directing the attention of those in charge of the educational process to the need to develop decision-making skills in the academic stages and through all academic courses.Training social studies teachers to use the SWOM model during teaching, and to distance themselves from traditional methods in order to achieve better learning outcomes.
Conducting more research to investigate the effectiveness of the SWOM model in achieving other learning outcomes for middle and high school students. Interest in developing different patterns of thinking for first year middle school students through social studies.The need to base learning attitudes in social studies on realistic problems experienced by students in their lives.
Benefiting from the teacher’s guide in the current research, as a practical guide for teachers to help them re-plan educational activities.Third: Research Suggestions.In light of what was indicated by the results of the current research, and as a complement to the research topic, the researcher suggests:The effectiveness of the SOM model in developing different styles of thinking such as reflective and generative creative thinking in social studies among middle school students.
The effectiveness of the SOM model in developing different styles of thinking such as deductive thinking and high-ranking thinking in history for secondary school students.The effectiveness of the SOM model in teaching other subjects in different educational stages in developing realistic thinking and decision-making skills.The effectiveness of a proposed program based on the SOM model in developing the skills of critical thinking and awareness of some contemporary historical issues among students of history teachers.Conducting other studies looking for the effectiveness of other models and strategies in developing higher-order thinking skills among middle school students in social studies.