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Abstract

Using of Learning Dimensions Model an Teaching Some

Sociology Issues For Developing Some Thinking Skills in

Secondary School Students
Prepared by: Laila Nazem Ali Bassiouni
Objective of the study: The study aims to measure the effectiveness
of the use of model dimensions of learning in the teaching of sociology to
the development of some of the thinking skills (Altvkir alnaked - decisionmaking - to solve problems) I have high school students.
To achieve the objectives of the study was Achtiaraeinp research and
consisted of two Group "experimental and control group" of students in
third grade secondary school in al montza management education for the
teaching of the issues included in Unit II of the decision rule of Sociology
(Sociology and issues of individual and group) assessed high school
students were taught the issues included in the unit of the group trial
according to the time plan prepared by the Ministry of Education, at the
same time considering the control group in a way of teaching the usual
The experimental group studied according to the model dimensions of
learning, Was applied in the study period (7/11/2010 to 17/3/2011)
the researcher used the pre and post test on the two groups (control and
experimental) consisted of measurement tools in:1. (test thinking skills, "the critic - the decision-making - problem
solving") prepared by the researcher.
3 . Statistical treatment of data: the researcher to monitor levels of the
experimental group and control group in study tools and analyzed using
the Statistical Package for Social Sciences version (17) SPSS V.17 The
researcher used the following statistical methods:
a. Descriptive statistics: such as: the expense of the arithmetic mean standard deviation - the mediator - variance - correlation coefficients.
b. Inferential statistics: including: t-test account - the size of the effect
using the box ETA - the proportion of average earnings for BlackBerry).
Methodology: Descriptive approach is used in the theoretical framework
for research - the experimental method used in the application of tools.
Results: - the results were as follows: 1. No statistically significant differences between the average scores of the

experimental group students and students of the control group in

the dimensional measurement of the skill of critical thinking in favor of the
experimental group.
.2. No statistically significant differences between the average scores of the
experimental group students and students of the control group in
the dimensional measurement of the skill of decision-making in favor of the
experimental group.
3. No statistically significant differences between the average scores of the
experimental group students and students of the control group in
the dimensional measurement of problem solving skills in favor of the
experimental group.
4. No statistically significant differences between the average scores of the
experimental group students and students in the control roup telemetric to
the total of thinking skills in favor of the experimental group.
5. No statistically significant differences between the average scores of the
experimental group students in the tribal and dimensional measurements of
critical thinking skills for the benefit of dimensional measurement.
6. No statistically significant differences between the average scores of the
experimental group students in the tribal and dimensional measurements of
the skill of decision-making for the benefit of dimensional measurement.
7. No statistically significant differences between the average scores of the
experimental group students in the tribal and
dimensional measurements of problem solving skills for the benefit
of dimensional measurement.
8. No statistically significant differences between the average scores of the
experimental group students in the tribal and
dimensional measurements of the total aggregate of thinking skills for the
benefit of dimensional measurement.
Recommendations: - On the basis of the results of the current study, the
researcher recommends the following: 1. Reconsider the objectives of the present method of sociology so that
thinking becomes a major goal for him, stating the objectives explicitly to
think as a key objective, and shape the curriculum around it without
neglecting other goals.
2. Need the attention of educators and curriculum developers work guides
for teachers of sociology to illustrate the methods and teaching methods
appropriate to each issue of the curriculum will help them to good
planning for the development of thinking skills.
3. To allocate part of the theory and practical in the decisions of the methods
of teaching materials materials philosophical Faculties of Education to train
student teachers on how to use methods and modern teaching methods,

which achieve the objectives of the teaching of these materials, and is

working to develop thinking skills (critical - decision-making - problem
solving).
4. The preparation of a training program for teachers in-service training on
how to use the sample dimensions of learning in the teaching of sociology to
the development of thinking skills by involving as it takes into account all
aspects of learning.
5. Reconsider the formulation of curriculum content in light of
the model dimensions of learning, so that it is in the form
of attitudes and problems challenging the student's
mind, and provoke thinking, and away from the traditional method, which
depends on the facts just listed the purpose
of conservation and remember only.
6. Encourage teachers to identify materials philosophical skill, or thinking
skills hat you want to develop, or processed, and design expertise that
serve the educational skill, or skills to be developed.
7. Extend an invitation to those concerned with the teaching of sociology
at the universities of the importance of taking up the offer in social issues
as topics for students in light of the model dimensions of learning and to
its important role in the development of thinking skills.
8. Planners and developers to provide the results of studies curricula that
have proven effective model dimensions of learning, so that they
can change the curricula and teaching methods of sociology in the light
of these results.
9. Calendar attention to questions that focus directly on the thinking
skills and at higher levels, and the preparation of standards and tests
of objective thinking especially for measuring the growth of the ability
of students to think about and awareness of issues and problems related
to the curriculum.
10. Reformulation approach informed the meeting scheduled on secondary
school students to correspond with the trends of teaching thinking skills, so
that includes exercises and activities to help students work together in
groups allows the mop port unities for interaction and dialogue, debate
and take advantage of the capabilities of each other.