الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The subject of social studies is one of the human sciences that has a role in the life of society and the individual. It helps students prepare them for the future life, and provides opportunities to develop their skills. Geography provides students with knowledge and understanding of information, knowledge, facts, concepts and geographical generalizations that help to understand the local environment in its various natural, human, social and economic aspects. And to identify the spatial distribution of phenomena on the surface of the earth and the factors affecting this distribution and the relationship between those phenomena, on the countries of the world today and their conditions and geographical characteristics in order to understand their policies and methods of dealing with each other, and develop the students’ ability to acquire skills and realize the relationships and deduction between phenomena.
Research problem
Through the researcher’s work as a geography teacher, he noticed that students in the preparatory stage have weakness and low students’ achievement of future thinking skills and related geographical concepts; where the researcher made a test in the skills of future thinking and geographical skills and applied it to a sample of students, and from here the researcher found that there is a weakness and a decline in the students’ acquisition of future thinking skills and related concepts.
The researcher’s problem also came through the researcher’s review of previous studies, which indicated that most of them indicated that there are students in the preparatory stage who suffer from shortcomings in future thinking skills and related geographical concepts, which leads to their low academic achievement in geography.
The results of the students were reviewed at the beginning of the school year, and their results indicated their lack of thinking skills in general and future thinking in particular, with heavy reliance on memorization without an understanding of geographical concepts.
In light of the foregoing from previous studies and literature, the research problem is determined by the lack of future thinking skills and the associated geographical concepts for third year preparatory students and strategies for their development, and the current research seeks to develop this through the use of the diaspora harmony strategy in teaching geography.
Research questions
The current research attempted to answer the following main question: What is the effect of using the diaspora strategy in teaching geography to develop future thinking skills and related geographical concepts among third year middle school students?
from this main question, the following questions arise:
1. What are the future thinking skills and related geographical concepts that must be developed for third year middle school students through teaching geography?
2. What are the bases for using the diaspora harmony strategy in teaching geography to develop future thinking skills and related geographical concepts for third year middle school students?
3. What is the effect of using the diaspora strategy in teaching geography to develop future thinking skills for third year middle school students?
4. What is the effect of using the scattering strategy in teaching geography to develop geographical concepts for third year middle school students?
5. What is the relationship between future thinking skills and the related geographical concepts for third year middle school students?
Research aims
The current research goal is to:
1. Knowing the skills of future thinking and the geographical concepts associated with them that must be developed among third year middle school students through the teaching of geography.
2. Determining the bases of using the diaspora strategy in teaching geography to develop future thinking skills and related geographical concepts for third year middle school students?
3. Developing the skills of future thinking among third year middle school students using the strategy of combining diaspora in teaching geography.
4. Developing the skills of geographic concepts among third year middle school students using the diaspora combination strategy in teaching geography.
5. Studying the relationship between future thinking skills and the geographical concepts associated with them for third year middle school students.
Search limits
The current search was limited to:
Objective limits: limited to:
Using the diasporas strategy in teaching geography (module one: resources and economic activities in the world.
Some future thinking skills (forecasting, visualization, forecasting, and problem solving).
Some geographical concepts (resources and economic activities in the world, grazing and livestock in the world, mining activity in the world, industrial activity in the world).
Human limits: limited to third year middle school students.
Spatial boundaries: limited to Sohag Governorate (the researcher’s workplace).
Research Methodology
The researcher used the descriptive method in writing the theoretical framework for research on the research variables.
The current research also proceeded according to the experimental method through a quasi-experimental design using two groups (control/experimental) and two measurements (pre/post); To know the effect of using the diaspora combination strategy in teaching geography to develop future thinking skills and related geographical concepts among third year middle school students.
Research materials and tools
First: a data collection tool; Represented in:
1. A list of future thinking skills for third year middle school students.
2. A list of geographical concepts related to the future thinking of third year middle school students.
Second, the experimental processing tool; Represented in:
1. The teacher’s guide to teaching the first unit: resources and economic activities in the world from the second semester social studies textbook (Geography section) for third year middle school students using the diaspora combination strategy.
2. An activity brochure for third year middle school students in Unit One: Resources and Economic Activities in the World from the Social Studies Book Course, second term, using the scattering strategy.
Third: the measuring instrument; Represented in:
1. A test of future thinking skills for third year middle school students.
2. Testing the geographical concepts related to the future thinking of the third year middle school students.
Search procedures
To answer the research questions and verify the validity of the hypotheses, the following procedures will be followed:
First: To answer the first question, which states: What are the future thinking skills and the related geographical concepts that must be developed among third year middle school students through the teaching of geography? and that is through:
1. Preparing two lists of future thinking skills and related geographical concepts through:
2. Analysis of the first unit of the social studies course in the third year of middle school.
3. See previous studies and research in the same field.
4. Putting the two lists of future thinking skills and the geographical concepts associated with them into the final picture and ensuring their validity; Presenting it to the arbitrators to confirm its validity.
Second: To answer the second question, which states: What are the bases for using the diaspora harmony strategy in teaching geography to develop future thinking skills and related geographical concepts among third year middle school students? and that is through:
1. Defining the general and procedural objectives of the unit.
2. Determining the diaspora cohesion strategy used in teaching.
3. Presenting the diaspora coalition strategy to experts and specialists.
4. Putting the diaspora coalition strategy into its final form.
Third: To answer the third question, which states: What is the effect of using the diaspora harmony strategy in teaching geography to develop future thinking skills for third year middle school students? and that is through:
1. Preparing the future thinking skills test and presenting it to the arbitrators and ensuring its validity.
2. Choose the two search groups.
3. Applying the scale to the students of the two research groups before and monitoring the data.
4. Teaching the specific unit through the diaspora harmony strategy for the students of the experimental group and in the usual way for the control group.
5. To test future thinking skills.
6. Post-application of the scale.
7. Monitoring the data, statistically processing it, discussing it, clarifying its educational significance, and verifying the first and second hypotheses.
Fourth: To answer the fourth question, which states: What is the effect of using the scattering strategy in teaching geography to develop geographical concepts for third year middle school students? and that is through:
1. Preparing the geographical concepts test and presenting it to the arbitrators and ensuring its validity.
2. Applying the scale to the students of the two research groups first and monitoring the data.
3. Teaching the specific unit through the diaspora harmony strategy for the students of the experimental group and in the usual way for the control group.
4. Post-application of the scale.
5. Monitoring the data, statistically processing it, discussing it, clarifying its educational significance, and verifying the third and fourth hypotheses.
Fifth: To answer the fifth question, which states: What is the relationship between future thinking skills and the associated geographical concepts among third year middle school students? and that is through:
1. Calculating the correlation coefficient between the mean scores of the experimental group in the dimensional application of each of the scale (future thinking skills and geographical concepts).
2. Calculate the significance of the correlation coefficient.
3. Monitoring the data, statistically processing it, discussing it, clarifying its educational significance, and verifying the fifth hypothesis.
Sixth: Monitoring, analyzing and interpreting the results and making recommendations and suggestions
The most important search results
1. The effectiveness of the diaspora familiarity strategy in developing future thinking skills among the third preparatory grade students, in order to verify the validity of the first main hypothesis, which states that there are statistically significant differences at the level (0.05) between the mean scores of the students of the experimental group and the control group in the post application of the thinking skills test. This hypothesis was verified by improving the average results of the test within the range of (13) degrees, within a test score of (50) degrees.
2. The effectiveness of the diaspora familiarity strategy in developing the skills of dealing with geographical concepts among the third preparatory grade students, in order to verify the validity of the second main hypothesis, which states that there are statistically significant differences at the level (0.05) between the mean scores of the students of the experimental group and the control group in the post application of the test The geographical concepts were in favor of the experimental group, and the validity of this hypothesis was tested by improving the average results of the test within (15) degrees, within a test of (50) degrees.