الفهرس 
الفصل الأول: مشكلة البحث وخطة دراستهايوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
مستخلص البحث
العنوان:استخدام طريقة المتشابهات في تنمية المفاهيم الجغرافية وبعض مهارات التفكير الناقد لدى تلاميذ المرحلة الإعدادية
الباحثة: شيماء محمد جميل بيبرس
الدرجة: الماجستير في التربية تخصص مناهج وطرق تدريس الجغرافيا
المشرفون: أ.د/ فكري حسن ريان أ.د/ مروة حسين إسماعيل أ.د/ دعاء محمد محمود درويش
الجهة المانحة: كلية البنات للأداب والعلوم والتربية – جامعة عين شمس التاريخ: 2020م
الهدف:هدف البحث إلى تقصي فاعلية تدريس مقرر الجغرافيا لتلاميذ الصف الثاني الإعدادي باستخدام طريقة المتشابهات في تنمية المفاهيم الجغرافية ومهارات التفكير الناقد لديهم.
الطريقة والإجراءات:ولتحقيق هدف البحث قامت الباحثة باستخدام المنهج التجريبي على مجموعتين ضابطة وتجريبية من تلاميذ الصف الثاني الإعدادي، كما أعدات الباحثة مواد المعالجة التجريبية والتي تمثلت في (دليل المعلم ودليل التلميذ لتدريس وطننا العربي مكان واحد وطبيعة متنوعة، سكان وطننا العربي) وأعدت الباحثة أدوات القياس (اختبار المفاهيم الجغرافية واختبار مهارات التفكير الناقد)، وتم التحقق من تكافؤ مجموعتي البحث وبعد تطبيق تجربة البحث توصلت الباحثة إلى النتائج التالية:
- وجود فروق ذات دلالة إحصائية بين متوسطي درجات تلاميذ المجموعتين التجريبية والضابطة في القياس البعدي لاختبار المفاهيم الجغرافية واختبار مهارات التفكير الناقد لصالح المجموعة التجريبية والتي درست بطريقة المتشابهات.
- وجود فروق دالة إحصائيا لصالح القياس البعدي عند قياس الفروق بين درجات المجموعة التجريبية في القياسين القبلي والبعدي لاختبار المفاهيم الجغرافية واختبار مهارات التفكير الناقد لصالح القياس البعدي.
وفي ضوء النتائج قدمت الباحثة مجموعة من التوصيات من أهمها ضرورة استخدام طرق واستراتيجيات تدريسية حديثة لتنمية المفاهيم الجغرافية لدى التلاميذ بمراحل التعليم المختلفة.
الكلمات المفتاحية: طريقة المتشابهات – المفاهيم الجغرافية – مهارات التفكير الناقد .
An introduction:
In light of the changes and challenges witnessed in this era in the various fields of scientific and technological knowledge, many questions arise about how to cope with these changes and resist the challenges facing us and how to seek a better understanding that would create creative individuals who are able to give in various fields.
Here, education has the greatest burden in preparing children for the future, and this preparation cannot be achieved without education that keeps pace with the requirements of the times and looks for its future horizons. This requires education whose goals are directed at developing the capabilities of individuals to flexibility and speed of adapting to the accelerating transformations and accepting the new and the new with an open and conscious mind that improves the choice He is good at making decisions, and this does not come unless the curricula serve to arm individuals with a kind of thinking and knowledge.
The curriculum is the means of education in achieving its goals. Among the most important of these curricula is the social studies curriculum in general and the geography approach in particular, as these curricula contribute by virtue of their nature and methods of research in them an important role in achieving these goals, which include starch education and preparing them for future life and providing them with basic skills, concepts and research methods Scientific In addition to the association of geography with life matters or taking the applied side sometimes made it the most scientific field to achieve educational goals.
Research problem:
The research problem was to try to reveal the effectiveness of using similarities in developing geographical concepts and critical thinking skills among prep students, and from here the main question of the research problem is determined in:
What is the effectiveness of using similarities in developing some geographical concepts and critical thinking skills for prep students?
This main question is divided into the following sub-questions:
1. What are the geographical concepts to be developed for the preparatory stage students?
2. What are the critical thinking skills to be developed in geography for middle school students?
3. What is the effectiveness of using the similarities method in developing geographical concepts for the preparatory stage students?
4. What is the effectiveness of using the similarities method in geography in developing critical thinking skills for prep students?
Research hypotheses:
The current research attempts to validate the following hypotheses:
1) There is a statistically significant difference between the mean scores of students of the experimental and control groups in the post-measurement for testing geographical concepts in favor of the experimental group.
2) There is a statistically significant difference between the mean scores of students of the experimental and control groups in the post measurement of critical thinking skills testing in favor of the experimental group.
3) There is a statistically significant difference between the mean scores of students of the experimental group in the pre and post measurements to test the geographical concepts in favor of the post measurement.
4) There is a statistically significant difference between the mean scores of the experimental group pupils in the pre- and post-measurements to test critical thinking skills in favor of post-measurement.
Research aims:
The aim of the current research is to reveal the effectiveness of using similarities in developing geographical concepts and developing some critical thinking skills for prep students.
Research limits:
- A sample of second preparatory grade students at Saad Zaghloul School for Basic Education, which is affiliated with the 10th Ramadan Administration
- Two units of geography in the second year of middle school using similarities (the second unit, the third unit). The researcher chose the two units because they contain many geographical concepts that students can acquire using the similarities method.
- Some critical thinking skills suitable for middle school students (analysis skill, reasoning skill, evaluation skill).
Research importance:
The importance of this research is due to the fact that:
- Students are provided with different teaching models using similarities that enable curriculum makers to benefit from them in curriculum development.
- It provides students with a fertile field that enables them to understand and explain different geographical phenomena in comparing similar ones in their environment.
- It is useful in developing critical thinking skills through the use of similarities that direct researchers’ attention to interest in modern methods and methods of teaching that make the learner positive and effective in the educational process.
- It may contribute to developing critical thinking skills by encouraging teachers to follow modern teaching methods that develop the mindset of learners.
- Provides a geographic concepts test suitable for middle school students.
Research Methodology:
The current research and its steps were carried out according to two approaches:
- Descriptive and analytical approach: This is related to the theoretical framework, which deals with literature, research and previous studies that dealt with developing critical thinking skills and developing geographical concepts.
- Experimental Approach: By following one of its designs, it is the experimental design of two groups (a control group is studying in the existing way, an experimental group is studying the unit prepared using the similarities)
Research tools:
The researcher prepared the following tools:
First: Experimental treatment materials: represented in:
- The teacher’s guide.
- Student Book.
Second: Measurement tools: represented by:
- Geographical concepts test (prepared by the researcher).
- Critical thinking skills test (prepared by the researcher).
Statistical methods:
The researcher used descriptive statistical methods and inferred methods using the statistical packages for social sciences Spss25. These methods are:
- Find descriptive statistics of (averages - standard deviations)
- Pearson correlation coefficient, where the researcher computed correlation coefficients between the dimensions of both tests, in order to know the strength and direction of the relationship between the research variables.
- T-test of the related groups to know the differences between pre and post measurements.
- T-test to know the differences between the independent groups (control and experimental) after applying the program to the second preparatory grade students.
Research results:
The research reached the following results:
- There is a statistically significant difference at the level of (0.05) between the mean scores of students of the experimental and control groups in the post-measurement for testing geographical concepts in favor of the experimental group.
- There is a statistically significant difference at the level of (0.05) between the mean scores of students of the experimental and control groups in the post-measurement to test critical thinking skills in favor of the experimental group.
- There is a statistically significant difference at the level of (0.05) between the mean scores of the experimental group students in the pre and post measurements to test the geographical concepts in favor of the post measurement.
- There is a statistically significant difference at the level (0.05) between the mean scores of the experimental group pupils in the pre and post measurements to test critical thinking skills in favor of post measurement.
- There is effectiveness in using the similarities method in developing geographical concepts and critical thinking skills among students of the experimental group.