Basic Informations

C.V

biography

Name: Ahmad Badawi Ahmad Kamal

function: Teacher of the curricula and teaching methods - Faculty of Education University of Beni Suef

General specialization: the curricula and teaching methods

of specialization: the curricula, teaching methods (date) .

Date of birth: 23/ 1/ 1982

Place of birth: Beni Suef

Nationality: Egyptian

Social status: Married

Home Phone:2241445

Mobile: 01229027773-01032850300

Work Address: Beni Suef-shafie Street - Faculty of Education

e-mail: dr.ahmedbadawy@yahoo.com

The qualifications and degrees

Doctor of Philosophy in Education - specialization curricula, teaching methods and history, Faculty of Education, University of Beni Suef, 2011, with the recommendation to print the letter and distributed to universities and similar institutes at the level of the Republic.
Master's degree in Education - specialization curricula, teaching methods and history, Faculty of Education, University of Beni Suef, 2008 distinction with the recommendation of the printed message on the expense of the university and their circulation among the Egyptian universities.
The Special Diploma in Education specialization curricula, teaching methods and history, Faculty of Education University of Beni Suef with appreciation in very good, September 2005.
Bachelor of Arts and Education The division of history, Faculty of Education, Beni Sueif Branch, Cairo University, the estimation of very good with honors, May 2002

The Career Progression

1. Lecturer, Department of Curriculum and Teaching Methods, Faculty of Education, University of Beni Suef in the period from 1 / 2 / 2003 to 26/ 8 / 2008.

2. Assistant Lecturer, Department of Curriculum and Teaching Methods, Faculty of Beni Suef University from 27/ 8 / 2008 to 26/ 9/ 2011.

3. Lecturer, Department of Curriculum and Teaching Methods, Faculty of Beni Suef University from 27/ 9/ 2011 to now.

Research activities

1. The master's and doctoral messages posted:

The impact of the use of some of the strategies of active learning in history teaching to learning and the development of life skills for the Preparatory Stage Pupils, Master Thesis, Faculty of Education, University of Beni Suef.
The Effectiveness of a program based on Emirates prepares sales force strategies in teaching history to develop the skills of historical thinking among students and teachers and its impact on some of the learning outcomes of the pupils, Phd Thesis, Faculty of Education, University of Beni Suef.

2-published scientific research:

No Search	Search Address	Name of magazine	publishing year	number	search condition
1	A Proposed Program Based on the Skills of Reading Comprehension and Planning for Teaching and its Impact on the Skills of Information Processing among the Students Teachers History Department, Faculty of Education	The Social Studies Education	2014	64	individually
2	The Effectiveness of a Proposed Unit Based on Citizenship in the Social Studies Curriculum in the Development of Some Values of Intellectual Security and Decision-Making Skills among Preparatory Second Grade Students	The Social Studies Education	2015	70	individually
3	The Effectiveness of using Educational Codes in the Development of Historical Enlightenment among Students in the Secondary First Grade	The Social Studies Education	2016	83	individually
4	A Proposed Program Based on Service Learning in the Teaching of Social Studies to Develop the Culture of Voluntary Work among Students in the Preparatory Stage	Faculty of Education University of Beni Suef December	2016	Part 1	individually
5	A suggested program based upon the environmental approach in teaching the social studies subject for developing the tolerance dimensions and the positive thinking skills in the Primary Stage	international conference of Education Social Studies 2017	2017	Vol .	Joint
6	Effect of using the brain based learning theory in teaching the social studies subject on developing the historical imagination the lateral thinking skills in the primary stage pupils	The Social Studies Education	2017	95	individually

Teaching activities

First Students Undergraduate:

1. Teaching of the planning and implementation of Kindergarten programs for students of childhood division faculty of Beni Suef University year 2011/2012.

2. The teaching of methods of teaching students of the Faculty of history and geography divisions of Beni Suef University since 2011 until now.

3. The teaching of the subject of the foundations for the building of the divisions of history and geography curricula for students of Faculty of Education, University of Beni Suef University year 2013/2014M.

4. Teaching mini-teaching material for students of history, geography, social studies and general and basic education Faculty of Beni Suef since 2015 until now.

5. Teaching of Technology Education for students of the Faculty of history and geography divisions of Beni Suef University since 2011 until 2016 m.

6. The teaching of methods of teaching disabled guests to the students of the people of history, geography, social studies and Psychology Faculty of Beni Suef since 2016 until now.

Secondly teaching postgraduate students (General Diploma)

1. The teaching of methods of teaching students the Social Studies ???????? division of the faculty of the University of Beni Suef since 2012 until now.

2. The teaching of methods of teaching disabled guests for students of Social Studie division of the faculty of the University of Beni Suef since 2017 until now.

Thirdly participation in the preparation of curricula and textbooks and teaching:

1. Participate in a book methods of teaching social studies in the Department of Curriculum and Teaching at the Faculty of Education University of Beni Suef.

2. Participate in a book teaching cabinet Department of Curriculum and Teaching thrilling faculty of Beni Suef.

3. Participate in a book educational methods and technology and the Education Department of Curriculum and Teaching Methods, Faculty of Education, University of Beni Suef.

4. The preparation of a teaching methods and disabled guests to the students of the third division of Diploma of the faculty of the University of Beni Suef.

University Activities

1. Participate in many of the assessment in the Faculty of Education, University of Beni Suef, such as control system per year diploma, Diploma General ??????? public system.

2. Participate in many of the assessment in the Faculty of Education, University of Beni Suef, such as the control of the 4th year old ??????? system, the second and third party in the new system.

3. Participate in personal interviews the students of the Faculty of Education, University of Beni Suef in the period from 2011 until now.

4. Participate in personal interviews General Diploma students of Faculty of Education, University of Beni Suef in the period from 2011 until now.

5. Participation in the follow-up to the practical education in Beni Suef Governorate in the period from 2004 until now.

6. Participation in the executive board of the project for the development of the faculty of education in the light of the contemporary global trends of Beni Suef University Faculty of Education in 2006.

7- participating members of the Office of education process at the Faculty of Education, University of Beni Suef University Year 2013/2014 M.

8. Participation in the Commission on Education and Student Affairs, Faculty of Education, University of Beni Suef in the period from 2012: 2014 m.

9. Participation in the Commission on community service and environment development of Faculty of Education, University of Beni Suef in the years 2015, 2016.

10. Participate in the leadership of one of the students' families and the family of the challenge of Faculty of Education, University of Beni Suef in the period from 2011: 2016M.

11. Participation as a member of the faculty of the University of Beni Suef University Year 2011- 2012, and public campus 2015/2016M.

12. Participate in the preparation of the decisions of the mini-profile Teaching, teaching methods and programs of preparation of teachers of history and social studies at the Faculty of Education University of Beni Suef within a project quality assurance and accreditation in 2016.

13. Participation as a member of the committee formed by the Council of the faculty of the University of Beni Suef to develop the five-year plan of the section starting from the academic year 2016/2017M.

Supervision of the Theses

Participate in the supervision of master following faculty of Beni Suef:

1- Supervision of Master's thesis for the student (Mahmoud Abdul Aal Muhammad) entitled "The impact of the use of the Six thinking hats in the teaching of history on the development of the historical concepts of reflective thinking skills among students in the first secondary grade."

2. Supervision of the master's thesis for the student (Mohammad Ahmad Mahmoud Ibrahim) entitled "Effective learning using computers in teaching history for the development of human rights concepts and skills of the decision of the Preparatory Stage Students."

3. Supervision of the master's thesis for the student (Sameh Omar Ahmed Nada) entitled "The impact of the entrance to the heritage in the teaching of history on the development of intellectual tolerance attainment of the Preparatory Stage Students."

4. Supervision of the master's thesis of the student (claim Mohammed Kamel) entitled "Effective humanitarian entrance in the teaching of history in the development of academic achievement and some of the values of the intellectual security among school students."

5. Supervision of the master's thesis of the student (claim Mahmoud Mohammad) entitled "The impact of the use of cognitive flights across the web in Teaching History The development of the academic achievement of some of the thinking skills program for the preparatory stage pupils."

Seminars and training courses and workshops

1. The presence of the " " passing educational session assistants and members of the teaching staff of the Institute of helwan in the period from 18: 23 /11 /2005.

2. The presence of a training course entitled "Thinking Skills" of Faculty and leadership development center at the University of Beni Suef in period 2: 4 / 5 / 2006.

3. The presence of a training course entitled "Effective communication skills" of Faculty and leadership development center at the University of Beni Suef from 15: 17 / 8 / 2006.

4. The presence of a training course entitled "Effective Presentation Skills" of Faculty and leadership development center at the University of Beni Suef from 19: 21 / 8 / 2006.

5. The presence and passing the TOEFL course from the center of the teaching of foreign languages - Beni Suef University 2007.

6. The presence of a training course entitled "Ethics of Scientific Research" of Faculty and leadership development center at the University of Beni Suef in period 1: 3 / 3 / 2008.

7. must attend the training program "political values in Arab education curricula" from the Arab Organization for Human Rights and the Institute of Arab Research and Studies in the period from 13: 15 (5), 2009.

8. The implementation of a workshop on "good planning of lessons daily" within the training program for teachers of Literacy and Adult Education, Faculty of Education, University of Beni Suef in 3 / 2 / 2010.

9. participating in a seminar events of school violence, which was entitled "procedural tactics to deal with school violence in Beni Suef" organized by the faculty of the University of Beni Suef, in cooperation with the Office of the province of Beni Suef Education Directorate in December 7, 2010.

10. The presence of a training course for the International Computer Driving License (ICDL) from the communications ministry in cooperation with the supreme council of universities in the period from 16/4: 16/5/2010.

11. The presence of a training course entitled "The Use Of Technology In Teaching" of Faculty and leadership development center at the University of Beni Suef from 14: 16 / 5 / 2011.

12. The presence of a training course entitled "management" of the research team of Faculty and leadership development center at the University of Beni Suef from 14: 16 / 6 / 2011.

13. The presence of a training course entitled "Organization Of Scientific Conferences" of Faculty and leadership development center at the University of Beni Suef from 18: 20 / 6 / 2011.

14. The presence of a training course entitled "University" of the administration of Faculty and leadership development center at the University of Beni Suef from 21: 23 / 6 / 2011.

15. The presence of a training course entitled "Examination and Calendar Systems," the students of Faculty and leadership development center at the University of Beni Suef From 5: 7 / 7 / 2011.

16. The presence of a training course entitled "Strategic Planning" of Faculty and leadership development center at the University of Beni Suef from 16: 18 / 7 / 2011.

17. Participation in the program for the promotion of teachers coach "Modern Trends in active learning", which was held at the Faculty of Education University of Beni Suef, in cooperation with the Ministry of Education through the program for the improvement of secondary education p

18. Participation in the program for the promotion of teachers coach "Modern Trends in active learning", which was held at the Faculty of Education University of Beni Suef, in cooperation with the Ministry of Education through the program for the improvement of secondary education in the period from 6: 9 / 5 / 2012.

19. Participate in the training session for trainers new curriculum for kindergarten " my play - Learn - invented, which was held at the Faculty of Education University of Beni Suef, in cooperation with the Ministry of Education through the program for the improvement of early childhood development in the period from 16/6 to 9/7/2013.

20. Participate as coach in the program of Educational Rehabilitation for Teachers in the field of education " non-qualified educational," which was held at the Faculty of Education University of Beni Suef, in collaboration with professional academic teachers from 14/ 3 to 26/ 4/ 2014.

21. must attend a training session (analysis of data using statistical packages for social sciences (Spss) Introduction of Educational Training and Consulting Center at the Faculty of Education, University of Beni Suef in the period from 10/4/2015 To 11/4/2015.

22. must attend a training session (the preparation of job descriptions and teaching decisions) organized by the Quality Assurance and Accreditation Unit at the faculty of education in the period from 14/11/2014 To 15/11/2016.

23. Participate in the program," coach teaching skills and management" for promotion to the grade teacher first, which was held at the Faculty of Education University of Beni Suef, in collaboration with professional academic teachers from 14- 83 to 16/ 9/ 2016.

24. must attend a training session (Department of the research team) by the Center for Human Resources Development-Beni Suef University in the period from 9/7/2017 until 10/7/2017.

25. The presence of a training course entitled "The international dissemination of scientific research" of Faculty and leadership development center at the University of Beni Suef in 21 / 6 / 2017.

26. The presence of a training course entitled "The Use Of Technology In Teaching" of Faculty and leadership development center at the University of Beni Suef from 3:2 to 7, 2017.

27. The presence of a training course entitled "The financial and legal aspects of the work of the University of Faculty and leadership development center at the University of Beni Suef from 3:2 /7 / 2017.

28. The presence of a training course entitled "Organization Of Scientific Conferences " of Faculty and leadership development center at the University of Beni Suef From 4: 5 / 7 2017.

29. The presence of a training course entitled "University" of the administration of Faculty and leadership development center at the University of Beni Suef in the period from 12:11 / 7 / 2017.

30. The presence of a training course entitled "integrity, transparency and combating corruption" of Faculty and leadership development center at the University of Beni Suef from 4:3/ 12/ 2017.

Conferences

1. Participate in the first scientific conference "systemic issues in the preparation of the instructor key demand to meet the challenges of the 21st century", held on 22 April 2003, the faculty of education, Cairo University, Beni Sueif Branch.

2. Participate in the Third Scientific Conference "The pre-university education curricula, development strategies", held on 7-8 May 2005, faculty of education, Cairo University, Beni Sueif Branch.

3. Participate in the fourth Scientific Conference "The role of the family and civil society institutions in the detection and care of people with special needs", held on 3-4 May 2006, Faculty of Education, University of Beni Suef.

4. The presence of the first scientific conference" citizenship education curricula and social studies", convened by the education and social studies at Ain Shams University Guest House Ein Shams University, in the period from 19-20 July 2008.

5. The presence of the second scientific conference: "Human rights approaches to social studies", convened by the General Education Social Studies at Ain Shams University Guest House Ein Shams University, in the period from 26-27/7/2009.

6. Participate in the second international conference of community service and environment development of Beni Suef University in conjunction with the association of Arab Universities entitled "The role of universities in the upgrading of modern societies and development environment" in the period from 20:19 / 2 / 2013, University of Beni Suef.

7. Participate in the first scientific conference "development of quality control systems, the faculties of the University of Beni Suef" in the period from 5: 6/ 3/2013, the conference hall of the Nile Corniche, University of Beni Suef.

8. Participate in the third international conference of community service and environment development sector of Beni Suef University in conjunction with the association of Arab Universities entitled "The role of the portal of universities for the advancement of scientific research, community service and environment development" in the period from 20:21 / 5 / 2013, University of Beni Suef.

9. The attendance and participation in the Eleventh Conference of the Faculty of Arts, University of Beni Suef entitled "Social and human sciences in the fight against terrorism" in the period from 13-14 November 2016, the faculty of Arts, University of Beni Suef.

10. The attendance and participation in the scientific conference for graduate studies and research in collaboration with the Education and Students Affairs entitled "Toward building a strategy to turn the student into a researcher", held on Tuesday, 8 November 2016, the Great Hall, University of Beni Suef.

11. The presence of the 26th scientific conference of the international (v) of the Egyptian curricula and teaching entitled "The education curricula in the Arab world and the challenges of identity", in the period from 2-3 August 2017, the guesthouse, Ain Shams University.

12. The presence of the first international conference of Social studies education entitled "tolerance and acceptance" in the period from 3-4 October 2017, the largest Conference Hall Faculty of Pharmacy.

Certificates of Appreciation

1. A certificate of appreciation from the unit development projects - projects for the development of higher education to participate in the Executive Team of the "development of the Faculty of Education, University of Beni Suef, in the light of the contemporary global trends", which has been in the period from 1/8/2005 To 31/8/2006.

2. A certificate of appreciation from the training center and the organization of conferences at the University of Beni Suef on the positive participation in the seminar "how to prepare proposals for research projects," held in October 4, 2016 m.

3. A certificate of appreciation from the training center and the organization of conferences at the University of Beni Suef on the positive participation in a workshop of a database CLINICAL KEY and windows digital communication international scientific information sources", held on 16 October 2016 m.

4. A certificate of appreciation from the training center and the organization of conferences at the University of Beni Suef on the positive participation in the seminar "copyright and intellectual property of researchers in the Digital Era" held in October 23, 2016 m.

5. A certificate of appreciation from the training center and the organization of conferences at the University of Beni Suef on the positive participation in the seminar "economic returns for scientific research from the perspective of the knowledge economy" held November 27, 2016 m.

6. A certificate of appreciation from the training center and the organization of conferences at the University of Beni Suef on the positive participation in the seminar "scientific arbitration guest experiences", held on 29 November 2016 m.

7. A certificate of thanks from professional academic teachers to participate in training promotions on the functions of staff (2016-2017).

Participate in scientific associations

1. Educational Assembly member social studies until 2017.

2. A member of the Egyptian curricula and teaching until 2017.

C.V PDF

Master Title

The Effectiveness of Using Some Strategies of Active Learning in Teaching History on Achievement and Developing Life Skills of Preparatory Stage Pupils

Master Abstract

???? ????? ????????? ?????? ?????????? Summary The Effectiveness of Using Some Strategies of Active Learning in Teaching History on Achievement and Developing Life Skills of Preparatory Stage Pupils findings, Recommendations and Suggestions of the study This chapter presents the summary of the study, the findings that the study concluded, the recommendations that can be utilized in the field of social studies(History) and the suggestion concerned with what can be searched in the future. First, Summary of The Study • problem of the study : The present age characterized with technological revolution, and successive, fast developments in all fields, this means that students should acquire the methods and the strategies that enable them to acquire knowledge in an active way not a traditional way one in order to provide them with opportunities to acquire and develop the skills . Although skills in general, and life skills in particular are considered one of the most important elements of content which educationists seek to develop them to help students build their personalities, face their problems in a positive way, bear responsibilities, coexist and adapt to renewed variables and continuous life requirements. In spite of the importance of the life skills included in the curriculums of social studies “ history” in the different stages of education and specially the preparatory stage, the development of these skills in schools doesn't exceed just referring to them to students without searching for modern strategies and styles to develop them and practice in a new situations in students daily life. This was confirmed via previous studies and pilot study conducted by the present study . Thus, the present study seeks to develop some life skills and achievement of second year prep students by means of teaching a unit of History syllabus for second year prep students formed according to some strategies of active learning (cooperative learning and role- playing) compared with the prevailing traditional method. • Questions of the study: The present study seeks to answer the following main questions: What is the effectiveness of using some strategies of active learning “ cooperative learning and role- plying” in teaching history on the achievements and developing life skills of second year prep students? This question branches off to the following questions : (1)What are the necessary life skills that of second year prep students that should be included in the history syllabus? (2) What are the included life skills in the history syllabus of second year prep students? (3)What is the effectiveness of using some strategies of active learning “ cooperative learning and role-playing” in developing some life skills of second year prep students via teaching history? (4)What is the effectiveness of using some strategies of active learning “ cooperative learning and role -playing” in teaching history on achievement of second year prep students ? (5)What is the correlative relation between achievement and developing life skills of students of second year prep students? • Hypotheses of the study: (1)There no significant statistical difference between the mean scores of the experimental and control groups students in the pre- administration of the achievement test . (2) There no significant statistical difference between the mean scores of the experimental and control groups students in the pre- administration of life skills situations test . (3)There is significant statistical difference between the mean scores of the experimental group that studied according to some strategies of active learning “ cooperative learning and role- playing ” and the control group that studied with dominant traditional methods in the post – administration of the achievement test infavour of the experimental group. (4) There is significant statistical difference between the mean scores of the experimental group that studied according to some strategies of active learning “ cooperative learning and role- playing ” and the control group that studied with dominant traditional methods in the post- administration of life skills situations as a whole infavour of the experimental group (5) There is significant statistical difference between the mean scores of the experimental and control groups students in the post- administration of group work skill test infavour of the experimental group. (6) There is significant statistical difference between the mean scores of the experimental and control groups students in the post- administration of responsibility taking- over skill test infavour of the experimental group. (7)There are differences with statistical significance between the average of degrees of the experimental group and the controlled one in the post applying of the test of social communication for the sake of the experimental group. (8)There is significant statistical difference between the mean scores of the experimental and control groups in the post-administration of taking decision skill test infavour of the experimental group. (9) There is significant statistical difference between the mean scores of the experimental and control groups in the post-administration of explanation skill test infavour of the experimental group. (10) There is significant statistical difference between the mean scores of the experimental and control groups in the post-administration of negotiation skill test infavour of the experimental group. (11)There is significant statistical relation between the scores of the students of the experimental group in the achievement test and their scores in the test of life skills situations. • Methodology of The study: 1-The Descriptive Method : It was used in preparing the theoretical background of the study, and analyzing the content of topics of the history syllabus for the preparatory second year students class, reformulating the content of ” the senior caliphs ” unit according to some strategies of active learning(cooperative learning ,role-playing), preparing the teacher guide according to steps of some strategies of active learning and it was used in preparing tools of the study(achievement test and the test of life skill situations). 2-The Experimental Method : It was used in selecting samples of the study and administering pre and post tools of the study, and in conducting the experiment of the study. • Steps and procedures of the Study: In answering the questions of the study, the researcher followed the following steps and procedures. - The First Step : To answer the first sub question from the questions of the study which is : -what is the necessary life skills for the pupils of preparatory second year class that should be available in the history syllabus? **The necessary life skills for the pupils of preparatory second year class which can be developed through history syllabus were determined in the light of : (A)A survey of studies and previous researches that were conducted in the field of life skills. (B)The nature of life skills and their classification and the methods of learning them. (C)The needs and characteristics of development of the pupils in preparatory stage. (D)The nature of social studies subject “History in the preparatory stage. In the light of the previous resources, we reached a list of life skills that can be developed through the syllabus of history and which is necessary for the pupils of preparatory second year, and this list was given to a group of experts in the field of curriculum and methods of teaching of social studies to ensure its comprehensibility. This step resulted in the final form of the list of like skills which consisted of six main skills and twenty nine sub- skill. - The Second Step : To answer the second sub question which says ;what are the life skills included in the syllabus of history for the preparatory second year class? **The content of history syllabus in the social studies for the preparatory second year class was analyzed according to a list of life skills that has been reached for: (A)Recognizing the life skills included in history syllabus of preparatory second year class. (B)Choosing a unit of the syllabus of history for preparatory second year class, and reformulating it according to some strategies of active learning “ cooperative learning and role playing” in the light of the dimensions of life skills list, The unit should include: (A)The procedural objectives. (B)The chosen content after reformulation. (C)Strategies of teaching that are used “ cooperative learning and role playing” (D)Life skills that cam be developed through the lessons of the unit. (E)Activities and teaching aids included in the unit. (F) Evaluation - The third step : In the step, Materials of the study were prepared which are represented in : (1)Preparing a guide for the teacher to teach a unit of “ Islamic conquests in the age of senior caliphs “ to show how can we teach the unit by some strategies of active learning. (2)The unit that was reformulated according to some strategies of active learning (cooperative learning and role- playing ) . (3)The papers of students according to the strategies of cooperative learning and role- playing These tools were given to the jury members, and then suitable modifications were done according to their opinions. - The forth step : In the step, tools of the study were prepared they are represented in: (1)An achievement test in the unit of Islamic conquests in the age of senior caliphs and checking its validity and reliability . (2)A test of situation of life skills and checking its validity and reliability . - The fifth step : To answer on the sub- questions from 3 to 5 which are: 3-What is the effectiveness of using some strategies of active learning ( cooperative learning and role-playing ) in developing some life skills of preparatory second year students through teaching the history? 4-what is the effectiveness of using strategies of active learning (cooperative learning and role- playing) in teaching history on the achievement of preparatory second year students? 5-What is the correlative relation between the achievement and developing life skills students of preparatory second year students? **The field study was conducted the researcher did the following: -Administering the pilot experiment for the tests of achievement and life skills situations to check the validity and reliability, easiness and difficulty coefficient, and calculating the appropriate time that is suitable to administer the achievement test and the test of life skills situations. -choosing a group of the preparatory second year student in Beni – suief Governorate and dividing it into two groups; experimental group that studies the chosen unit according to some strategies of the active learning “ cooperative learning and role- playing” and a control group that studies the same unit by the traditional method of teaching. -Conducting the experiment of the study according to the following: (1)Pre-administration of the tools of the study. (2)Teaching a unit of “ Islamic Conquests in the age of Senior Caliphs" to the experimental group students according to some strategies of Active learning “ cooperative learning and role- playing” where the control group studies in the traditional method of teaching. (3) Concluding a group of recommendation through the study . (4) Suggesting some researches in this field of study . Second: Results of the study : The study reached the following results. (1)There is no statistically significant difference between the mean scores of the experimental group and the control one in the pre administration of the test of achievement . (2) There is no statistically significant difference between the mean scores of the experimental group and the control one in the pre administration of the test of life skills situations. (3) There is statistically significant difference at (05) level between the mean scores of the experimental group that studied according to some strategies of active learning “ cooperative learning and role- playing” and the control one that studied by the traditional method in the post- administration of achievement test infavour of the experimental group. (4) There is statistically significant difference at (05) level between the mean scores of the experimental group that studied according to some strategies of active learning “ cooperative learning and role- playing” and the control one that studied by the traditional method in the post- administration of the test of life skills situations infavour of the experimental group (5) There is statistically significant difference at (05) level between the mean scores of the experimental group that studied according to some strategies of active learning “ cooperative learning and role- playing” and the control one that studied by the traditional method in the post- administration of the test of group work skills infavour of the experimental group. (6) There is statistically significant difference at (05) level between the mean scores of the experimental group that studied according to some strategies of active learning “ cooperative learning and role- playing” and the control one that studied by the traditional method in the post- administration of the test of the skill of taking responsibility infavour of the experimental group (7) There is statistically significant difference at (05) level between the mean scores of the experimental group that studied according to some strategies of active learning “ cooperative learning and role- playing” and the control one that studied by the traditional method in the post- administration of the test of social communication skill infavour of the experimental group . (8) There is statistically significant difference at (05) level between the mean scores of the experimental group that studied according to some strategies of active learning “ cooperative learning and role- playing” and the control one that studied by the traditional method in the post- administration of the test of taking decision infavour of the experimental group. (9) There is statistically significant difference at (05) level between the mean scores of the experimental group that studied according to some strategies of active learning “ cooperative learning and role- playing” and the control one that studied by the traditional method in the post- administration on the test of interpretation skill infavour of the experimental group. (10) There is statistically significant difference at (05) level between the mean scores of the experimental group that studied according to some strategies of active learning “ cooperative learning and role- playing” and the control one that studied by the traditional method in the post- administration on the test of negotiation skill infavour of the experimental group (11)There is a statistically significant relation at (01.) the level between the scores of the students in the post administration of the achievement test and their scores on the test of life skills situations. Third: The Recommendation of the study. In the light of the problem of study and hypotheses and according to the results, the following can be recommended : (1) According to the educational objectives. Because the general objectives of social studies subject “ the contents of history” for the preparatory stage dictated to the necessary of developing the life skills. But the present study recommended the following: -The necessary of ensuring from the objective on the importance of developing the life skills as an element that the contents of history a rounded it to face the changes of the age that the Arabic nation lived in our time. *Avoiding the formulation of the objectives of teaching history in a general way, But we should formulate it obviously to include the life skills and to dictate on it and express it obviously of determining student's needs in each educational stage, then determining the suitable life skills for each stage and preparing a map included the objectives of different subjects to meet the nature of every subject. (2)According to the content. Because the present study showed defects in the content of social studies book “ History” of the preparatory second class for the life skills, the present study recommended the following: **The necessary of reformulating the content of social studies in general and the content of History in private way in the different stages of education to suit with developing the life skills. **Interesting in choosing new themes to help in developing the life skills for the learners. **Adding activity on the content of history through the modern things on the local, national and international field, and through associating the theoretical content with the applied information in direct way to acquire the learners the life skills that help them in adapting with the society that they live in and which enable them from solving all the problems that face them in the daily life in the age of technology that dominates on all life fields. (3)According to the methods and ways of teaching. Because the study reached to the effectiveness of using some strategies of active learning in teaching history in developing the education and life skills. In addition to preparing a booklet for the teacher to guide him with the steps and procedure necessary for teaching by using some strategies of active learning. The present study recommend the following. **The necessary of interesting with the modern methods in teaching, that proved its effect and influence on many studies and previous researches in addition to the present study as strategies of cooperative learning and playing roles, and also going away from the common traditional methods. **It is necessary to add the number of special courses for the social studies subject that enables the teacher from achieving modem methods of teaching as cooperative learning which suit with the different mental standards . **The necessary of preparing booklets for the teachers “ teacher guide” to show the possibility of teaching by modern methods that contribute to academic scholarship and life skills. **Relooking in the programs of preparing the teacher to enable good teacher to achieve the principles of life skills that the scholar curriculums build on then. (4)According to the evaluation. When the present study and its results showed difference with statistical significance between the pre and post evaluation for the sake of post evaluation, this refers that formulated unit had effective influence on developing life skills and scholar achievement for the students of the group and so, the present study recommends the following. **The necessary of interesting in the evaluation of the students during daily lessons and during achieving the different activities and evaluated questions for each lesson. **The necessary of concentrating on the evaluation of life situation skills in direct way to enable in knowing the extent of it development for the learner. **The necessary of preparing tests for life skills situations for the learners as each skill should have specific models according to many countries. The general recommendations: The study recommends the following : (1)The necessity of spreading awareness through multimedia to be interested for life skills in all institutions the society schools, clubs, sports, culture, Houses … etc “ and other social institutions. (2)Reconsidering to programs, activities and methods of teaching that help students on develop life skills. (3)Saving educational methods that help develop life stills in school, to enable the learners master the life skills. (4)Interesting in methods and modern teaching strategies that help develop life skills. (5) Including the life skills in general educational curricula and curricula of social studies “History” syllabuses specifically in a natural and functional way and considering the balance between these skills and other concepts that are presented, In spite of the importance of these skills, they represent one side of learning. Consequently, It is difficult to be interested in one aspect and neglect other basic sides. The focus of the curricula on such skills and neglicance of the other sides make our curricula of are dimension . (6)Showing the learner role in the educational process as this ensure his self confidence and increase the motivation of learning. (7)holding courses for the managers of schools and the teachers and also the students themselves to know life skills, its importance and procedures of training. (8)holding courses for the parents to know them by the importance of life skills that increase their motivation for developing life skills for their children. Forth: Suggestions of the study: According to the results present study reached , the following suggestions are presented: (1)The effectiveness of using some strategies of active learning (cooperative learning and role-playing) in developing skills of ( critical thinking) and the attitude of secondary stage students towards history . 2)The effectiveness of using some strategies of active learning “ unlike what was used in the present study” in developing the skills of scientific thinking of the pupils of primary stage. 3)preparing a program to train in- service teachers of history on using strategies of active learning. (4)The influence of using some strategies of active learning “ unlike what is conducted ” in the study developing the skills of historical thinking of the students of history section in the faculties of education. 5)Developing the curriculum of history in the secondary stage in the light of life skills. (6)The influence of the training program based on using some strategies of active learning in developing the life skills of the students of university. 7)An Evaluated study to analyze the programs of preparing teachers of the history in Faculties of Education in the light of life skills.

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The Effectiveness of a Program Based on Multiple Intelligences Strategies in Teaching History in Developing Historical Thinking Skills of the Student- Teachers at Faculty of Education and its Effect on Some Learning outcomes on their Students A Theis Submitted to Attain the Ph.D Degree in Education (Curriculum and Teaching social studies) Presented by Ahmed Badawy Ahmed Kamal Assistant Lecturer Department of Curriculum and Instruction Supervised by Prof \ Seham Hanfy Mohammed Professor of Curricula and Instruction Head of the K.G Section Faculty of Education Beni Sweif University Prof. \ Othman Ismail Al- Jazar Professor of Curricula and Instruction Faculty of Education Al- Azhar University 1432HD- 2011AD Summary of the Study • Problem of the study: The current study tried to develop the skills of historical thinking among student-teachers in Faculty of Education. A Instructional program based on the strategies of multiple intelligences, was designed in order to render such an objective areality and some knowledge of its impact on the learning outcomes of their pupils. • Questions of the Study: To address the problem of the study, the Researcher tried to answer a key question which is: " What is the effectiveness of a program based on multiple intelligences strategies in teaching history in developing historical thinking skills of student- teachers, the Faculty of education and what is its effect on some learning outcomes of their pupils?" This question can be branched out into the following sub-questions: 1. What are the historical thinking skills necessary for student- teachers of the division of social studies, Faculty of Education? 2. What is the availability of historical thinking skills among the student teachers of the division of social studies, Faculty of Education? 3. What is the proposed program for developing historical thinking skills for students teachers of the division of social studies, Faculty of Education? 4. What is the effectiveness of the proposed program in the developing historical thinking skills among th student - teachers of the division of social studies, Faculty of Education? 5. What is the effect of the program, on the level of academic achievement among pupils of student - teachers? 6. What is the impact of the program, on developing some historical thinking skills among among pupils of student - teachers? • Objectives of the Study: The current study aimed at: 1. Determining the skills of historical thinking for student- teachers of the division of social studies, Faculty of Education. 2. Preparating a program based on multiple intelligences strategies for developing historical thinking skills of students - teachers of the division of social studies, Faculty of Education. 3. Determining the effectiveness of the program based on the strategies of multiple intelligences in developing historical thinking skills for students - teachers of the division of social studies, Faculty of Education. 4. Determining the effect of the program based on the strategies of multiple intelligences on some learning outcomes (academic achievement& historical thinking skills) of students - teachers schools students education process. • limitations of the of Study: 1. Students of the division of social studies, Faculty of Education, University of Bani Sweif, place of work and residence of the Researcher. 2. A group of pupils of students- teachers in schools of teaching practice. 3. Some historical thinking skills for students-teachers of the division of social studies, Faculty of Education. 4. The unit of the "Advent of Islam". 5. Measuring pupils' achievement at levels of memorize ,comprehension and the first three levels of cognitive side. 6. Some historical thinking skills . • Methodology of the Study : The reseearcher made use of : 1- Descriptive method in preparing a theoretical framework of the study and also in the analysis and interpretation of results. 2- Quasi- experimental when selecting the sample of the study, and in the administration of study tools. • Tools of the study: The Researcher designed the following tools: 1. A test of skills of historical thinking of students of the division of social studies teachers. 2. A check - List of the behavioral indicators for the skills of historical thinking among th student-teachers. 3. A historical thinking skills test for pupils in grade five. 4. A Achievement test in the unit "Appearance of Islam" for students in grade five. • Hypothesis of the Study: 1. There is a significant statistical differences at the level (0,05) between the mean scores of the students of the experimental group (students- teachers of the division of social studies), which examined the proposed program by using the strategies of multiple intelligences, and the mean scores of the students of the control group which studied with the traditional manner prevailing in the post- test skills historical thinking in favour of the experimental group. 2. There is a significant statistical difference at level (0,05) between the mean scores of the students of the experimental group and the mean scores of the students of the control group in the post administration of the check list in favour of the experimental group. 3. There is a significant statistical differences at level (0,05) between the mean scores of students of the experimental group in the pre and post administration of the historical thinking skills test in favour of the post- test. 4. There is a significant statistical differences at level (0,05) between the mean scores of students of the experimental group in the pre and post administration of the check list in favour of the post- test. 5. There is a significant s statistical differences at (0,05) between the mean scores of the experimental group (pupils of the student-teachers), which examined using multiple intelligences strategies, and those of the control group who studied in the traditional manner prevailing in the post administration of Achievement test in favour of the experimental group. 6. There is a significant s statistical differences at (0,05) between the mean scores of the experimental group and those of the control group in the post administration of historical thinking skills test in favour of the experimental group. 7. There is a significant statistical differences at (0,05) between the mean scores of the experimental group in the administration of pre and post of Achievement test in favour of the post- test. 8. There is a significant statistical differences at (0,05) between the mean scores of the experimental group in the administration of pre and post of historical thinking test in favour of the post- test. • Procedures of the study: 1. In order to determine historical thinking skills for students-teachers of the division of social studies, Faculty of Education, the following procedures were followed: - A survey of previous studies and study conducted in the field of historical thinking was undertaken. - The nature of historical thinking and classifications and methods of Learning were put into consideration. - The characteristics and needs of student teachers of the Division of Social Studies, Faculty of Education were kept in mind. - The views of experts and specialist in the field of curriculum and methods of teaching social studies were consulted. 2. Preparing a list of historical thinking skills necessary for student- teachers, Faculty of Education, division of social studiesThe list was sub mitted to a group of professors and experts to determine validity . 3. Designing an instructional program in light of multiple intelligences strategies for developing historical thinking skills of students - teachers of the Division of Social Studies, Faculty of Education the program included - Objectives of the program. - Content of the program. - Teaching strategies for the program (multiple intelligences). - Activities and methods of instruction. - Methods of evaluation. 4. Submitting The program me to a jury committee. 5. Designing a teacher's guide and worksheets. 6. Preparing study tools include: - A test of historical thinking skills for students - teachers. - check list of behavioral indicators. 7. Submitting the tools a jury committee. 8. Choosing a study group of the student-teachers of the division of social studies, Faculty of Education. 9. Pre - administration of study tools on students of the division of social studies teachers (experimental group). 10. Teaching the proposed program based on the strategies of multiple intelligences for the experimental group . 11. formulation of themes in the unit " Advent of Islam," the book of social studies for primary grade five in the light of multiple intelligences strategies. 12. Preparation of achievement test and another in the skills of historical thinking in the unit reformulated. 13. Selecting a group of fifth grade pupils of primary school . 14. Administering the achievement test and the historical thinking skills test to experimental group on the field training schools. 15. Teaching the Unit by students of the experimental group. 16. Holding weekly meetings of discussion to guide student-teachers, identifying the strengths and weaknesses, to develop performance during the teaching of the selected unit. 17. Administering the post- test of the historical thinking skills. 18. Administering the post- test (Test of historical thinking skills check list) to the students of the experimental group . 19. Analysis of results. 20. Discussing and interpreting the results. 21. Forrwarding recommendations and suggestions. • Results of the study: Statistical analyses of the data revealed the following: 1- There was a significant statistical differences at the level (0,05) between the mean scores of the students of the experimental group (students- teachers of the division of social studies), which examined the proposed program by using the strategies of multiple intelligences, and the mean scores of the students of the control group which studied with the traditional manner prevailing in the post- test skills historical thinking in favour of the experimental group. 2- There was a significant statistical difference at level (0,05) between the mean scores of the students of the experimental group and the mean scores of the students of the control group in the post administration of the check list in favour of the experimental group. 3- There was a significant statistical differences at level (0,05) between the mean scores of students of the experimental group in the pre and post administration of the historical thinking skills test in favour of the post- test. 4- There was a significant statistical differences at level (0,05) between the mean scores of students of the experimental group in the pre and post administration of the check list in favour of the post- test. 5- There was a significant s statistical differences at (0,05) between the mean scores of the experimental group (pupils of the student-teachers), which examined using multiple intelligences strategies, and those of the control group who studied in the traditional manner prevailing in the post administration of Achievement test in favour of the experimental group. 6- There was a significant s statistical differences at (0,05) between the mean scores of the experimental group and those of the control group in the post administration of historical thinking skills test in favour of the experimental group. 7- There was a significant statistical differences at (0,05) between the mean scores of the experimental group in the administration of pre and post of Achievement test in favour of the post- test. 8- There was a significant statistical differences at (0,05) between the mean scores of the experimental group in the administration of pre and post of historical thinking test in favour of the post- test.

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