أثر استخدام نموذج التعلم البنائي في تنمية مهارات التفكير الأساسية لدى تلامذة الصف الرابع الأساسي في مادة الدراسات الاجتماعية
Research objective: Measure the effect of using the constructive learning model on development of the skills of thinking concerning the social studies. Research Methodology: Experimental approach was adopted for answering the research questions, and tests the hypotheses. Research population and Sample: The population of the research consists of all students in the fourth Class in Damascus governorate in 2014/2015, totaling 32521 students, while the sample of the research in the two groups of students (control- experimental) was 75 students, The number of students in the control group 35 students, and the number of students in the experimental group 40 students. Research Tools: Research procedures adopted on the following tools: 1) list of the basic thinking skills and include (remember, observation, comparison, classification, description). 2) Basic thinking skills test to measure the Effect of constructivist learning model in the development of the basic thinking of fourth grade students through basic social studies skills. 3) Educational program designed according to Constructive Learning Model to measure its effect on the development of basic thinking of the students of basic fourth grade skills, and consists of six 6 classes cover a fifth unit content of the book social Studies fourth grade primary. Research results: Research concluded the following results: 1) there is a statistically significant difference between mean scores of students in the control group in the two applications pre and post the total score to test the basic thinking skills and sub skills (remember, observation, comparison, classification, description) in favor of the post application. 2) There is a statistically significant difference between mean scores of students in the experimental group two applications pre and post the total score to test the basic thinking skills and sub skills (remember, observation, comparison, classification, description) in favor of the post application. 3) There is a statistically significant difference between mean scores of students in the experimental group and the control group in the post application on the total score to test the basic thinking skills and sub skills (remember, observation, comparison, classification, description) for the experimental group. 4) The effectiveness of constructivist learning model to keep the results of the basic thinking skills (remember, observation, comparison, classification, description) 5) Effectiveness of using constructivist learning model in the development of basic thinking skills (remember, observation, comparison, classification, description). Research suggestions: Based on previous results develop the following suggestions: 1) focus on the active role of the learner in the acquiring knowledge, and understanding, and employment process. 2) The transition from the traditional classroom environment, to all the structural components of the physical and social environment. 3) Hold training courses for in-service teachers, to train them on the use of structural models in the process of teaching, scientific content and redesigned according to the stages and steps constructivist teaching. 4) Include models and strategies in the structural material of practical education for Teacher Education Diploma program, including Guarantees for teachers of social studies material gain constructivist learning practices. 5) The adoption of the use of constructivist learning model, by teachers of social studies, as one of the effective methods in achieving the goals of Social Studies in the development and acquisition of thinking skills. 6) Address the difficulties that prevent the use of structural models in the teaching of social studies, including Share of school time, and the intensity of the scientific content, the large number of students in the class. 7) Study the effectiveness of constructivist learning in teaching other subjects model, scholarships and other ranks as well, and to measure its impact on other aspects such as scientific thinking, critical thinking, and creative thinking. (Author’s abstract)