Summery
Effect of Including Environmental Dimension in Social Studies Course on the Learning Process and Development of Environmental Trends in Third Year Preparatory School Students
Introduction
The purpose in the beginning of creation was the trials of human to discover the community and protect himself from it. But now the purpose became to protect the community from human due to shift of human from the stage of collecting, picking up and hunting to agriculture, industry then making huge development which was not caring for the community. But not only the man is responsible for abusing the community, but there are other reasons including natural factors, unclosing factors and others.
The human neglected his own right and the right of the coming generations when he seek behind the recent technology without caring for the community. So he produced the natural disorder in the surrounding community. By this he assisted in pollution of air, water, food, agricultural soil. … and many other things.
Consequently the human stays always as the first and utmost agent on whom depends the realization of community protection from pollution and natural resources rationalization, and as much care given to good preparation and sound education of this human, the aims of community education are fulfilled.
For this reason, many international and local conferences were conducted to face the greatest problem for the humanity, which is the problem of community balance disorder. They recommended spreading the community education among members and inclusion of the community education in the scholar courses.
The study of “Wheatly & Kinsey” confirmed the importance of teaching the community education among scholar courses. It also showed the developing of trends towards the community among students who learnt scholar subjects related to community.
As the social studies is a process for developing the trends, concepts, values and skills, so the social studies seek to accomplish the utmost aim which is acknowledging the student by the natural and social community components.
“Elgalad” confirms the relation between the social studies, and the community with its affairs and problems, through considering the community a field for teaching social studies, and that the history means studying the humanitarian relations from one side and the relation of man with his community and its problems from the other side, the problems and situations which appears as a response to these relations.
So the research subject is aiming to inclusion of the community dimension in the course of social studies for developing the positive trends towards the community among students of third preparatory class and their cultural learning.
The study’s problem
Education is considered a developing operation for directions, concepts, skills and powers for people in specific way to accomplish their goals that is set up by the thinkers, and still the most important aim for bringing up to define is identifying the individual to his natural and social environment. The “tablisy” international conference 1977 that was held in the field of environmental education pressed on the urgency of including the environmental education in the educational syllabus for different subjects according to the nature of each subject.
The people who are interested in educational issues in Egypt tried to include the environmental education in numerous educational syllabus for students in different stages for developing the acquaintance level and positive directions considering the environment and introducing the problems and issues, and also their duties towards the environment and the feeling of responsibility.
On the faith of the results of the previous studies that pressed on the weakness of the student’s directions towards the environment, studies and researches that had reached out for the importance of making the social studies syllabus more functional by tying it to the student’s lives now and in the future.
Responding to the targets of the environmental education that pressed on the urgency to highlight the sides and dimensions of the environment in the studies syllabus in each type and level and pointing out to the conferences recommendations that took care of the environment and the importance to be contained in the study course.
And according to not having specific environmental dimensions that should be reflected in the social studies syllabus specially the history and the light of the targets that should be fulfilled from teaching the social studies syllabus in preparatory stage that reflects the importance of taking care of the environment through out teaching history and developing the student directions toward the environment it was such an important thing to conduct that study.
Study Questions:
What is the effect of teaching a unit from the history course of third preparatory class upon learning and developing the community trends?
From this questions branches the following questions:
1- What are the communities dimensions which must be supplied in the course of history in third preparatory class?
2- To what extent these dimensions are present in (aims and content) of course of history in third preparatory class?
3- What is the effect of teaching a unit including community dimensions upon the learning level of third predatory class students?
4- What is the effect of teaching a unit including community dimensions upon the trends of third preparatory class students towards the community?
5- What is the relation between students degrees in the measure of trends towards community and their degrees in the test for cultural learning.
Importance of Study:
The current study results are useful at the following:
1- It presents a model through a unit for history teachers: in how to make use of community dimensions in teaching.
2- It presents a model for those interested in processes of developing social studies courses generally and history specifically: in how to include the community dimensions in the scholar courses.
3- It presents methods of developing students trends towards community through the unit prepared for that.
Steps of the research:
1- Introduction:
Introduction, problem of the research, sample of the research, its tools, limitations, axioms, assumptions and expressions.
2-The theoretical frame:
- Previous studies related to the research subject.
- Community education: its concept, aims, bases, methods of merging it
into the social studies course.
- Relation of human to the community and continuous development.
- Aims and importance of social studies.
- History- its concept - the nature of its relation with the community.
- Definition and means of changing the community trends.
3-Content Analysis:
Content analysis includes the following important points:
-Preparing a form of content analysis including the community dimensions.
-Showing the form to a group of experts and specialists to give opinion
and make modifications.
-Analyzing the content of fifth unit (Building of the recent country in
Egypt) from the course of history in third preparatory class.
-Finding the constancy of analysis operation by one of the specialist
colleagues in history who re-analyses and find the constancy between the
two analysis.
4-Preparing the unit:
The fifth unit (building the recent country in Egypt) is selected through the course of third preparatory class based on including the community dimension aiming to developing the community trends among the students of third preparatory class.
5-Field study:
The field study included many important points for accomplishing the aims of the study as follow:
- Preparing the student book by implicating some community dimensions
to confirm the positive trends towards the community.
- Preparing a guide to the teacher for teaching unit of (building the recent
country m Egypt) by implicating some community dimensions.
- Preparing a notebook for activities and exercises in view of the
community dimensions.
- Preparing a measure for the community trends and confirming its truth
and constancy.
-Preparing a test for cultural learning and confirming its truth and
constancy.
- Selecting two groups of third preparatory class students, the first group is
control who study the unit as it is in the course, and the second group is
experimental who study the unit by implicating the community
dimension.
- Applying the pre- test to measure the trends upon the students of the two
groups.
- Applying the pre-test for cultural learning upon the students of the two
groups.
- Teaching the unit by implicating the community dimension for the
experimental group, while the control group learns the same unit as it is
in the course.
- Applying the post-test for measuring the community trends upon the
students of the two groups.
- Applying the post-test for cultural learning upon the students of the two
groups .
- Extracting the results of study then analyzing, and explaining them.
- Summary of the research - recommendations and suggestions in the view
of the results of the study.
- References and sources.
The study results can be simplified as fallows:
Firstly: results related to knowledge learning test, the statistical treatment for the result of knowledge learning test show the following:
1-In what relate the second assumption, which says that there is deference having a statistical meaning at level (0.01) between the mean results of the trial group students, and the control group. Also, in the post-exam in the knowledge learning test positive to the trial group.
So this assumption was accepted where the results shows the presence of difference having statistical meaning at the level (0.01) between the mean of results of the trial group students, and the mean of results of the control group students, in the post-exam in the knowledge learning test, this proves the effectiveness of this experiment to modulate the environmental dimension in the “ building new state in Egypt “ unit in the 3rd preparatory course.
2- According to the fourth assumption, which says that there is difference between the mean of results of the trial group students in the pre-exam, and post-exam in the knowledge-learning test positive for the post-exam.
This assumption was accepted where the results shows the presence of difference having statistical meaning at the level (0.01) between the mean of results of the trial group in the post-exam, and their mean results in the pre-exam, positive fore the post-exam.
Secondly: results related to the environmental attitudes measure. The statistics treatment shown for the environmental attitude measure the following:
3- In what is related with the third assumption which proves the presence of difference which have statistical meaning at the level (0.01) between the mean of students results of the trial group and the control group in post-exam in the attitude measure towards the environment positive for the trial group.
This assumption was accepted where the results shows the presence of some difference having statistical meaning at level (0.01) for the mean of the result of the trial group students and, the mean of results of the control group, in the pre-exam for the positive attitude measure.
Also that the modulation of environmental dimension is very effective, which show the effectiveness of modulation in developing the environmental attitudes for the students.
4-As for the fifth assumption which says that there is a difference having statistical meaning at level (0.01) between the mean of the result of the trial group students in the post-measure, in the attitude measure towards the environment positive for the post-measure.
So this assumption accepted, where the results shows that their in a difference having statistical meaning at the level (0.01) between the mean result for the trial group students in the post-exam and mean result in the pre-exam positive for post-measure.
Thirdly: results related to the relation between the development of environmental attitudes and knowledge learning.
5- According to the sixth assumption which says there is relation having statistical mean between the results of the trial group students in the environmental attitude measure and their results in the knowledge learning test.
This assumption was accepted, where the results shows the presence relation at level (0.01) between the results of the trial group students in the environmental attitude measure and their result in the knowledge-learning test.
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