الفهرس 
الفصل الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
- IRTRODUCTIOR:
To cope up with the recent trends and changes, the social studies curricula are more responsible than others for educating the students the principles of the human rights, international understanding, peace and disarmament, tolerance and mutual dependence. That is because they are concerned with the man’s study and his relationships between individuals and society, and those between man and the environmental problems. Thus, it is very necessary to develop the content of the social studies curricula in order to achieve their aims.
The review of previuos researches revealed that there have been some shortages in the content of the social studies in the various educational stages in respect of the international dimensions of education. Students’ level of knowledge of these dimensions has been deteriorating. This is why the researcher assumes that the social studies courses at the prep stage are in need of devlopment so that the students can become aware of the knowledge and concepts related to the world in which they live.
- STUDY PROBLEM:
The present study tried to answered the following research questions:
1-What are the international dimensions of education that the prep stage pupils should acquire ?
2-To what extent are the social studies courses at the prep stage consistent ? What are the conditions that have to be available in these courses in the light of the international dimensions ?
3-What is the conception of the suggested social studies course for the prep stage pupils ?
4-What is the effectiveness of the suggested course in the light of its objectives ?
- STUDY UMITIITIOHS:
The present study has limited itself to the following:
1-The social studies courses for the pupils at the three grade of the prep stage (the second cycle of basic education) in Egypt.
2-The five International dimensions of education that deal with concepts related to human rights, international understanding, peace and disarmament, tollerance and mutual dependence.
3-Experimenting a unit of the suggested course to measure its effectiveness in the light of the course objectives.
- STUDY IMPORTHHOE:
The importance of the present study is that it contributes in the development of the social studies courses at the prep stage when focussing on the international dimensions and its sub-concepts.
- STUDY HYPOTHESES:
In the light of the review of liuterature and the objectives of the prseent study, the following hypotheses have been formulated:
1- There are no statistically significant differences at 0.01 between the means of the experimental group on the pretest and the posttest in respect of ”the human rights”dimension.
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2-There are no statistically significant differences at 0.01 between the means of the experimental group on the pretest and the posttest in respect of ”international undersatnding”dimension.
3-There are no statistically significant differences at 0.01 between the means of the experimental group on the pretest and the posttest in respect of ”peace and disarmament”dimension.
4-There are no statistically significant differences at 0.01 between the means of the experimental group on the pretest and the posttest in respect of ”mutual dependence”dimension.
5-There are no statistically significant differences at 0.01 between the means of the experimental group on the pretest and the posttest in respect of the five international dimensions of education tackled in the present study.
- STYUDY PROCEDURES:
In order to answer the research questions and to measure the hypotheses, the following steps were carried out: First: Defining the international dimensions of eduaction through:
- review of literature
review of the recent trends in the desigh of the social studies courses
in the light of ”the international dimensions of education”. Second: Presenting the defined dimensions to a jury to judge its suitability
to the prep stage pupils. Third: Determining what the current social courses include of these dimensions through analysing the content of the textbooks at the three grades of the prep stage.
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Fourth: Preparing the suggested course for the three grades in the light of the international dimensions of education defined in the previous steps. Fifth: Presenting the suggested course to a jury to judge its validity and suitability to the prep stage pupils. Sixth: Selecting one unit for experimentation. Seventh: Preparing the achievement test and administering it to a sample of 34 pupils at Hussein Ghorab Prep School in Shibeen El-Qoum, Menufiya Governorate . Eigtth: Experimenting the selected unit to the experimental group. Ninth: Administering the posttest. Tenth: Analysing the findings.
- STUDY rinDinGs:
All the hypotheses were rejected. This means that there were statistically significant differences between the scores means of the experimental group on the pretest and the posttest in all the five international dimensions of education: human rights, international understanding, peace and disarmament, tolerrance and mutual dependence, tackled in the present study. These findings prove the effectiveness of the selected unit taught to the experimental group representing the prep stage pupils.
- STUDY RECOMMEADRTIOAS:
The main recommendation of the present study is that the content of the social studies curriculum should include the topics which present the international dimensions of education as follows:
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-First: Human Rights
Focussing on the historical development of the human rights, the rights of the individuals on an equal basis and the role of the international organisations in this field. -Second: International Understanding
Dealing with the aspects of the international understanding, the respect and understanding between the countries, the values of democracy and the role of mass media in this field. -Third: Tolerance
Discussing the effect of tolerance in reinforcing the human behaviours among the individuals, communities and societies and the role of the international organisations in supporting the tolerance concept.
- Fourth: Peace and Disarmament
The role of the international and national organisations and councils in achieving peace and security and the clarification of possesssing the destructive weapons on the world security.
- Fifth: Mutual Dependence
Tackling the meaning of the mutual dependence, the interest in the values of common cooperation and the essential values such as freedom, justice, respect and honesty between the countries of
the world.
- The present study suggested more recommendations related to the learner, the teacher and the supervisors. It also suggested some future researches based on its findings.