الفهرس 
الفصل الأول: الإطـــار المنهجي للبحث: مشكلة البحث وخطة دراستهايوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
المستخلص:
هدفت الدراسة الحالية إلى الكشف عن فاعلية برنامج قائم على التربية المتحفية باستخدام التعلم المدمج لتنمية الوعي بالتراث الوطني والدافعية للتعلم في مادة التاريخ لدى تلاميذ الصف الأول بالمرحلة الإعدادية، ولقد استخدمت الدراسة المنهج التجريبي للتعرف على مدى الفاعلية للبرنامج القائم على التربية المتحفية باستخدام التعلم المدمج في مادة التاريخ باستخدام المجموعة الواحدة ذات الاختبار القبلي والبعدي، ولقد أثبتت النتائج:
1. فاعليةالبرنامجالقائمعلىالتربيةالمتحفيةباستخدامالتعلمالمدمجلتنميةالوعيبالتراثالوطنيفي مادة التاريخ لدىتلميذات الصف الأول الإعدادي.
2. فاعليةالبرنامجالقائمعلىالتربيةالمتحفيةباستخدامالتعلمالمدمجلتنميةالدافعية للتعلمفي مادة التاريخ لدىتلميذات الصف الأول الإعدادي.
الكلمات المفتاحية: (برنامج – الوعي بالتراث الوطني – الدافعية للتعلم – التاريخ – المرحلة الإعدادية)
Summary
Introduction:
The twenty-first century witnessed unstoppable developments in many areas of life, which in turn led to a huge scientific, informational, and technical boom that changed various aspects of life, whether economic, social, or political.... Hence, the whole world must keep pace with this development and progress and develop Education curricula and the formation of the new learner’s personality, and preparing him well, especially at this time characterized by the acceleration of global crises in various fields, the widespread spread of epidemics and diseases, the difference in values and the growth of violence.
Which makes us face a great responsibility to prepare a generation that is strongly aware of the heritage of its society. Also, the real danger facing our society is entering into the realm of advanced technology, as this technology has become the main factor in the progress of peoples, but science does not advance or advance in society unless its members are properly aware of it and its economic and social effects.
History is one of the most comprehensive curricula that include topics of civilizations, heritage, and cultures within these institutions, which contribute significantly to providing scientific information about the Egyptian legacies, their importance and cultural value and how to deal with them (Adel Al-Najdi, 2013, 131).
Rania Nasser also points to the importance of history in reviving awareness of the national heritage, through its contribution to the transmission of this diverse heritage, which is replete with various types of material and moral cultural heritage, in addition to the role of history curricula in consolidating the traditions, knowledge, ethics and values of the national heritage. In the hearts of young people and strengthening their personal building system so that it becomes deeply rooted in history (Rania Nasser, 2020, 48: 49).
The Arab Republic of Egypt is one of the first countries that has a fertile and rich national heritage and a civilization that is rooted in the depth of history and has its mechanisms that carry our culture and deepen our identity. James Breasted: “Egypt is the origin of civilization in the world and its first cradle, and in Egypt man first felt the call of conscience, so the human conscience was born and nurtured in Egypt” (James Breasted, 2015, 15).
The process of preparing a learner compatible with different life situations and the successive development in various fields is one of the basics of education and learning processes, as well as the changes that have occurred in teaching methods and the emergence of the so-called e-learning, where educational technology has been employed within the teaching plan to impart an atmosphere of interaction and vitality in the classroom.
The learning environment is the most important element in the teaching processes, and the impact of the learning environment extends to the levels of students inside the classroom and outside its spatial and even temporal framework. Therefore, education processes need more than ever for approaches and teaching strategies that combine traditional and electronic learning and overcome the shortcomings of both. Blended learning is one of the modern teaching approaches based on the use of technology and the design of new educational situations that increase learner-centered learning (Ilham Harb, 2013, 5).
The blended learning system has become the most important strategic option now in the face of the current societal and global conditions, and at a time when the usual methods of education are no longer suitable in our current era, it allows for a multiplicity of different learning sources with ease and ease, and shows what the learner possesses of knowledge, information and multiple skills, self-reliance and finding Solutions to the problems and challenges he faces during his learning or in his working life (Doaa Hussein, 2020, 575).
Contemporary developments in information technology have provided an enabling environment for the development and use of tools, programs, and teaching entrances in the educational process. Hence, educators have sought to find many and diverse approaches to teaching history at all school levels, and educators have called for using the entrance of museums and historical places to teach history as an attempt to make history and other Social subjects are a lively, interesting and clear material away from the stagnation and monotony that exists in them, so that the student feels that the subject of history is a vibrant material as he feels as if those who made history are still alive and that the present time is nothing but an extension of those who made history (Rida Hindi and Wali Abdul Rahman , 2014, 132).
Museums in all their forms and types as an environment for education are a communication channel through which information is communicated to visitors through this environment, so that this visit takes place in several forms, either actual or virtual, through the museum’s website on the information network, and the importance of museums lies in the fact that they are documents made by peoples to record the achievements of progress In all aspects of life, and it is one of the basic requirements for documenting the march of peoples and achieving communication between generations, and it also contributes to developing awareness of the national heritage of nations, and museums are an important source of entertainment, science and the dissemination of heritage culture among students, and this was confirmed by the study (Iman Kamel, 2015, 15).
Museum education seeks to make educational topics mentally linked to the learner, and it also positively affects the values of students, develops their cultural and social identity, and develops their tendencies towards increased learning in the future. Students have more facts in less time and in a simple way. The American museum, ”Henry Williams” states that the primary goal of the museum is educational enjoyment, and therefore the activities inside it must be organized in such a way that they not only help in understanding the exhibited materials but also build a positive interest in the exhibited subject (Adel Muhammad, 2006, 68).
Research Problem Statement:
Considering the foregoing, the general research problem was identified in the low level of awareness of the national heritage and the motivation to learn among first year middle school students.
To address this problem, the research attempted to answer the following main question:
>>> What is the effectiveness of a program based on museum education using blended learning to develop awareness of the national heritage and motivation to learn in the subject of history among middle school students?
from which the following research questions are branched:
1) What are the foundations for building a program based on museum education using blended learning to develop awareness of the national heritage and motivation to learn in the subject of history among middle school students?
2) What is the image of the program based on museum education using blended learning to develop awareness of the national heritage and the motivation to learn in the subject of history among middle school students?
3) What is the effectiveness of the program based on museum education using blended learning to develop the cognitive aspect of national heritage awareness in the subject of history for middle school students?
4) What is the effectiveness of the program based on museum education using blended learning to develop the behavioral aspect of awareness of the national heritage in the subject of history among middle school students?
5) What is the effectiveness of the program based on museum education using blended learning to develop the emotional aspect of awareness of the national heritage in the subject of history among middle school students?
6) What is the effectiveness of the program based on museum education using blended learning in developing the motivation to learn in the subject of history among middle school students?
Research Objectives:
The current research aims to:
1. Revealing the effectiveness of the program based on museum education using blended learning to develop the cognitive aspect of national heritage awareness in the subject of history for preparatory stage students.
2. Revealing the effectiveness of the program based on museum education using blended learning to develop the behavioral aspect of awareness of the national heritage in the subject of history among middle school students.
3. Revealing the effectiveness of the program based on museum education using blended learning to develop the emotional aspect of awareness of the national heritage in the subject of history among middle school students.
4. Revealing the effectiveness of the program based on museum education using blended learning in developing the motivation to learn in the subject of history among middle school students.
Research Limitations:
The current search was limited to the following:
1. A group of students in the first preparatory grade, because they are considered the beginnings of the stage of adolescence, dispersal, and lack of awareness of the national heritage and their motivation to learn.
2. Preparing a program based on museum education using blended learning, including (objectives - content - activities - teaching aids - teaching methods - evaluation methods) for the history curriculum, the fourth unit (Egypt history (the history of Egypt through ancient times)) and the fifth unit (Egypt civilization (Manifestations of Ancient Egyptian Civilization) from the first semester course of the social studies curriculum for the first year of middle school, because they contain many facts and information related to successive civilizations in Egypt and the formation of the Egyptian character.
Research Assumptions:
The current research sought to verify the following hypotheses:
1. There is a statistically significant difference between the mean scores of the experimental group students in the cognitive aspect test of the dimensions of awareness of the national heritage in favor of their average scores in the post application.
2. There is a statistically significant difference between the mean scores of the experimental group students in the behavioral attitude test for the dimensions of awareness of the national heritage in favor of their average score in the post application.
3. There is a statistically significant difference between the mean scores of the experimental group students in the emotional side attitudes test of the dimensions of awareness of the national heritage in favor of their average scores in the dimensional application.
4. There is a statistically significant difference between the mean scores of the experimental group students in the attitude test of motivation to learn to be aware of the national heritage in favor of their average score in the post application.
5. The program based on museum education, using blended learning, achieves an appropriate level of effectiveness in developing awareness of the national heritage and motivation to learn among middle school students.
Educational Materials & tools: (Prepared by the research)
First: Educational materials and experimentation tools:
The program based on museum education includes (content - objectives - activities - teaching aids - teaching methods - evaluation methods) for teaching history, the fourth unit (Egypt history (the history of Egypt through ancient times)) and the fifth unit (Egypt civilization (manifestations of ancient Egyptian civilization) in the first semester of the social studies course for the first year of middle school.
A teacher’s guide to the program based on museum education using blended learning for the fourth study units (Egypt history - the history of Egypt through ancient times) and the fifth unit (Egypt civilization - manifestations of ancient Egyptian civilization) in the first semester of the social studies course for the first grade of middle school.
Student activity booklet for the fourth and fifth units of the first preparatory grade book.
Second: Calendar Tools:
Examinations of aspects of the dimensions of awareness of the national heritage.
Motivation to learn attitude test.
Research Methodology:
The analytical descriptive approach: It is used to describe and analyze previous studies and educational literature with the theoretical framework of the research, and to prepare a list of the dimensions of awareness of the national heritage and the dimensions of the learning motivation scale and the program based on museum education using blended learning.
The one-group experimental approach: The one used when conducting the research experiment, regarding the research experience and controlling its variables.
Research Importance:
Theoretical importance: The current research may contribute to providing a theoretical framework that deals with the dependent variables of research, namely: (awareness of the national heritage - motivation to learn).
Practical importance:
Curriculum planners and developers: Providing the educational field with a program based on museum education using blended learning to enrich planning processes for teaching history in response to the directives calling for the necessity of making history a living material away from stagnation, monotony and boredom during its teaching, providing specialists with the activities included in the program based on museum education using blended learning to develop awareness of national heritage and motivation for students to learn.
Students: The current research presents a booklet of activities and a program based on museum education using blended learning, which may develop the preparatory stage student’s awareness of the national heritage and the motivation to learn, and it can also contribute to developing awareness of the cultural and civilizational role of museums by using their components as teaching entrances to enrich direct sensory experiences of the teaching and learning process. The program also provides him with some important issues in his country.
Teachers: The current research provides a guide for the teacher to a program based on museum education using blended learning to teach two units of the history course for the first preparatory class, which can help them develop their teaching performance for the subject of history. It also contains (objectives - content - activities - teaching aids - teaching methods - assessment methods) To develop awareness of the national heritage and the motivation to learn, as well as the measure of awareness of the national heritage and the measure of motivation to learn for the subject of history.
Researchers: This research, with its scope and results, provides researchers with a set of research variables (museum education - blended learning - awareness of national heritage - motivation to learn) to carry out other scientific research in many disciplines, providing a test for the dimensions of awareness of national heritage (knowledge, emotional and behavioral) and a test of motivation to learn in a subject History for middle school students.
Research Procedures:
To answer the research questions and verify the validity of its hypotheses, the researcher followed the following:
First: Examining Arab and foreign educational literature related to museum education, blended learning, educational programs, awareness of national heritage and motivation to learn.
Second: Preparing the theoretical framework for research, which includes (educational and museum programmer, blended learning, developing awareness of the national heritage and motivation to learn in history for middle school students).
Third: Preparing a preliminary list of the dimensions of awareness of the national heritage necessary and appropriate for students of the first preparatory grade and presenting it to a group of arbitrators from the professors of the Department of Curriculum and Instruction, and some of the mentors and teachers of the subject of social studies, to express their opinion and re-amend it in the light of their opinions to reach the final picture.
Fifth: Building a program based on museum education using blended learning to develop awareness of the national heritage in the subject of history for first year preparatory students, and it includes:
o Defining program objectives.
o Building program content through:
• Determining the historical topics and issues included in the program based on museum education using blended learning to develop awareness of the national heritage.
• Determining the appropriate educational means for the age stage.
• Define educational activities and materials.
• Determining the appropriate calendar methods.
• Presenting the general framework of the program to a group of arbitrators to ensure its validity for application after making the necessary amendments to it.
Sixth: Preparing the calendar tools, which are:
o The National Heritage Awareness Test, which consists of three parts: (Cognitive aspect test - Behavioral aspect test - Emotional side test)
o Test attitudes of motivation to learn.
Presenting the national heritage awareness tests and the motivation to learn to a group of arbitrators in its initial form to express an opinion and re-modify it in the light of their proposals.
Seventh: selecting the research sample from the first year of middle school students.
Eighth: Pre-application of the evaluation tools on the research sample.
Ninth: Applying the field experiment to the students in the research sample.
Tenth: Conducting the post-application of the evaluation tools on the students in the
Eleventh: Inventory of the results of the pre and post application.
Twelfth: Monitoring, analyzing and statistically processing the results.
Thirteenth: Presenting recommendations and suggestions considering the research results that have been achieved.
Research Results:
o There is a statistically significant difference at the level of significance (0.05) between the mean scores of the research sample group in the pre and post application to test the cognitive aspect of the dimensions of awareness of the national heritage in favor of the post application.
o There is a statistically significant difference at the level of significance (0.05) between the mean scores of the research sample group in the pre and post application to test the behavioral aspect of the dimensions of awareness of the national heritage in favor of the post application.
o There is a statistically significant difference at the level of significance (0.05) between the mean scores of the research sample group in the pre and post application of the emotional aspect of the dimensions of awareness of the national heritage in favor of the post application.
o There is a statistically significant difference at the level of significance (0.05) between the mean scores of the research sample group in the pre and post application of the learning motivation attitudes test in favor of the post application.
o The program based on museum education using blended learning achieved an appropriate level of effectiveness in developing both the awareness of the national heritage and the motivation to learn in history among the students in the research sample.