فاعلية نموذج بوسنر في التغيير المفاهيمي وتنمية مهارات التفكير الأساسية بمادة الدراسات الاجتماعية : دراسة تجريبية على تلامذة الصف الرابع الأساسي في محافظة السويداء
Concepts are considered the basic brick in learning Social Studies and that's by getting students to know the alternative conceptions, appropriate methods to discover it and appropriate strategies to alter it. Many researches and studies have adopted modem teaching models and strategies in teaching concepts and Social Studies. This research deals with one of modem teaching models which is Posner's, that had been used as an experimental method in teaching Social Studies to 4th basic education graders; this research aims basically to identify the efficiency of Posner model in conceptual change and development of basic thinking skill that 4th basic education graders have. Following sub-aims are branches of that main aim: 1) Defining percentages of misconception sources of concepts in dual- prong conceptual test. 2) Identifying the efficiency of Posner model in conceptual change in Social Studies for 4th basic education graders. 3) Identifying the efficiency of Posner model in development of basic thinking skill (as a whole and as individuals) in Social Studies that 4th basic education graders have. Current research consists of two parts: 1) The theoretical section: include the first three chapters. The first chapter includes introducing the research and its importance, introduction, the problem, importance, aims, questions, hypotheses, approach and actions, action terms and definitions. The second chapter discussed a number of previous foreigner and Arabic researches and a commentary, in addition to defining similarities and differences between the current study and the previous studies, and benefits of the previous studies. When the third chapter discussed the practical frame as it included four interlocutors as follows: Social studies terns, Structural philosophy, Posner conceptual change model, thinking skills. 2) The practical section; includes chapters four and five Chapter four discussed Research Methodology and the tools used to achieve the specified aims, the experimental method was used because it fits the current research nature, as it basically depend on practical experiment which provides a practical opportunity to discover facts through these experiments, and it permits controlling the independent variable (teaching method) and studying its effects on the two dependent variables (the two-sided conceptual test, and basic thinking skills test); and to measure the experimental model efficiency, a sample of 4th graders were used in the city of Suedaa, and were divided into two experimental groups each of 61 students (males and females) learned according to the experimental model, and anther control group of 61 students learned according to the traditional method. In the light of the research specified objects a group of tools were used as follows: 1) An experimental program designed according to Posner Model. 2) A two-sided conceptual test. 3) Basic thinking skills test. Chapter five showed the results that were achieved; the research came to a group of results could be summarized into: found statistically significant differences between the average of marks of the experimental group students in the direct measurement tribal and post to the two-sided conceptual test, in favor of the post measurement; when results did not find statistically significant differences between the average of marks of the experimental group students in the direct and the delayed measurement tribal and post to the two-sided conceptual test, and the presence of statistically significant differences between the average marks of the experimental group students and the average marks of control group students in the direct measurement post to the total mark of basic thinking skills test and its sub skills in favor of experimental group, in addition to the presence of statistically significant differences between the average marks of experimental group students on the total mark of basic thinking skills test and its sub skills in the direct measurements trial and post in favor of direct measurement post; when results did not report any statistically significant differences between the average marks of experimental group students on the total mark of basic thinking skills test and its sub skills in the direct measurements trial and post in favor of direct and delayed measurement post, and results reported a statistically significant correlation between the average marks of experimental group students of the conceptual two sided test and their marks of basic thinking skills test in the direct measurement post. The research offers a group of suggestions, among which: 1) The necessity to discover students concepts and alternative conceptions in each lesson before the education process starts. 2) Taking into interest to view concepts and alternative conceptions at the start of every lesson in school book. 3) Importance of using conceptual change model as a strategy in teaching Social Studies. (Author’s abstract)