الفهرس 
مشكلة البحثيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
First: Summary:
(1) Introduction:
In recent years, the world witnessed a great development and this development included all areas of life. Scientific progress has become the great title of this development in society. Education is one of the fields of progress and development in terms of its objectives, tools, methods and teaching methods
(2) Identify the problem:
The problem of research is determined by the weakness of social skills and the dimensions of belonging to the second grade students. Despite the importance of social skills and belonging as one of the most important skills that second grade students must acquire, the reality indicates that the social skills and the dimensions of belonging to the second grade students are not developed. The following main question:
* What is the effect of using the Thilin Research Methodology in teaching social studies to develop some social skills and belonging to second grade students?
This main question is divided into the following sub-questions:
• What social skills should be developed for junior high school students in social studies?
• What dimensions of development should be developed for junior high school students in social studies?
• What is the image of a unit that has been reformulated using the Thilin group ’s social inquiry model for developing social skills and belonging to second graders?
• What is the effectiveness of the reformulated unit in the development of some social skills in the second grade students?
• What is the effectiveness of this unit in developing the dimensions of belonging among students in the second grade?
(3) search limits:-
This research was limited to the following limits:
1. A group of students of the second grade preparatory school of the School of Peace Girls Preparatory Department of the Department of Olives - Cairo Governorate
2. The unit ”Tharawat our Arab homeland” as part of the social studies curriculum for the second grade preparatory, to be a field of study, for the following considerations:
• It is easy to divide this unit into a number of lessons, and this is the model of collective inquiry used in teaching.
• The nature of the subjects of unity, their viability, discussion, and collective action.
• The relative importance of the number of rations needed to implement the Unit’s lessons.
3. Development of some social skills included in the unit (wealth of the Arab homeland) for the second grade preparatory.
4. Development of some dimensions of belonging included in the unit (wealth of our Arab homeland) for the second grade preparatory.
(4) :Research Methodology:-
Descriptive approach: in the theoretical framework and preparation of study tools and when analyzing and interpreting the results.
Semi-experimental approach: in the application of research tools and monitoring and statistical analysis of results and treatment
(5) Search steps:
The current study has gone through the following steps:
The first step:
And presented the problem of research, and questions, and mandate, and determine the research methodology, and its importance and terminology, and procedures.
The second step:
And presented the theoretical framework of the model of collective inquiry and definitions, bases and importance and steps and the role of teacher and learner in the model of collective inquiry and finally the evaluation in the model of collective inquiry.
The third step:
The theoretical framework of social skills and definitions, their importance, types, conditions of acquisition and affiliation in terms of definitions, importance of development, requirements, dimensions and how to develop them
The fourth step:
In it were the following:
Identify a list of the social skills to be developed by students in the preparatory stage through:
• Study literature from research and studies.
• Studying contemporary local and global trends in social skills
• Study the nature of the subject of social studies.
• Develop a list of social skills in their preliminary form to be presented to the arbitrators in order to finalize them.
Second: To determine a list of the dimensions of the development of the students in the preparatory stage through:
• Study literature from research and studies.
• Studying contemporary local and global trends of belonging
• A list of the dimensions of the affiliation in its preliminary form to be presented to the arbitrators and set and finalized.
Third: To reformulate the unity of ”our Islamic values and good citizenship” in the light of the Thilene collective investigation model in terms of:
• Determine the general and procedural objectives of the unit
• Key elements of content.
• Identify teaching strategies.
• Identify means and activities
• Evaluation tools needed to teach the unit.
Fourth: Measuring the effectiveness of the unit through:
• Building the tools of the study (social skills stances scale - attitude scale of belonging)
• selecting the research group from the second grade pupils, and dividing them into experimental and control groups.
• Apply tribal search tools to both groups.
• Teaching the reconstituted module to the experimental group using the Thilin group ’s collective inquiry model strategies, while the control group examines the unit itself in the traditional way.
• Apply search tools over time.
• Monitoring, discussing and interpreting results.
Seventh: To make recommendations and proposals in light of the results of the research, and then to present all the tools of the study to the arbitrators, to control and finalize them
Step Five:
In which the field study was carried out, in order to measure the effectiveness of the model of social inquiry in the development of social skills and belonging, through:
1- selecting the research group and dividing it into two groups, one of which is control and the other experimental.
2 - Apply the study tool in advance to the research group.
3 - Teaching the unit that has been reformulated by the group research model, while the control group is taught the same unit in the traditional way.
4 - the remote application of the search tool on the control groups, and experimental.
5. Monitoring, analysis and statistical processing of results.
6. Interpretation and discussion of the results.
7. Make recommendations and proposals.
Summary of research results:
In the light of the procedures followed, the following results were achieved:
1. There is a statistically significant difference between the mean scores of the experimental group that studied the unit of citizenship. There is a statistically significant difference at the level of statistical significance (α 0.05 0.05) between the average scores of the experimental group in the tribal measurement and post-measurement in each skill of the social skills scale And the total score of the scale for the benefit of the post application.
2. There is a statistically significant difference at a statistically significant level (α 0.05 0.05) between the average scores of the experimental group in the tribal and post-measurement in each dimension of the scale of belonging and the total score of the scale for the benefit of the dimension application.
3. There is a statistically significant correlation between the experimental group responses on the social skills scale and the experimental group responses on the measure of belonging.
Third: Research Recommendations:
In light of the results of the research, a number of recommendations were presented as follows:
1. Recommendations related to the list of social skills:
In the light of the list of social skills that should be developed for the second grade students, the researcher recommends that these skills should be included in the social studies curriculum.
2. Recommendations related to the list of affiliation:
In the light of the list of belonging to be developed for students in the second grade preparatory, the researcher recommends the inclusion of dimensions of belonging in the social studies curriculum, and the need to pay attention to them when planning the curricula of social studies for the second grade preparatory.
3. Recommendations related to the use of the collective inquiry model:
The results of the study reached the effectiveness of the model of collective inquiry in the development of social skills and belonging. The researcher recommends:
A. The necessity of using the model of collective inquiry in the teaching of other units in social studies and in other subjects.
B) The need to pay attention to the means and activities that serve the teaching of social studies, and to develop social skills and belonging to students.
C) The need to pay attention to the methods that encourage discussion, dialogue and interaction between the teacher and the pupils, and between the students, as well as the methods that depend on participation and positive, to acquire social skills and belonging, as an important basis of the foundations of the education of social studies.
3. Recommendations related to the Teacher’s Guide:
The research provides a guide for the teacher based on the model of collective inquiry, which can be used in preparing other units in the other educational stages and in the different subjects. Therefore, the researcher recommends the preparation of evidence for the teacher, including modern strategies in teaching. The use of modern strategies, especially the model of collective inquiry, which will develop social skills and belonging to students.
4. Recommendations related to research tools:
The research presented a position scale for social skills and belonging that can be used to measure the level of the second grade students in social skills and belonging. Therefore, the researcher recommends the need for continuous evaluation of students and non-traditional methods of evaluation.
5 - the need to review the organization of the school schedule and the allocation of additional shares to activate the new strategies in the teaching of social studies.
PROPOSED RESEARCH:
1 - Preparation of training programs for teachers of social studies in the stages (primary and preparatory) on the use of the model of collective inquiry.
2 - The impact of the use of the model of social inquiry in the development of social skills and belonging to secondary school students.
3 - The impact of using the model of collective inquiry in the development of the values of citizenship and democracy among secondary school students.
4- The impact of the use of the model of collective inquiry in the development of environmental awareness among students in the preparatory stage.