أثر استخدام أنموذج جون زاهوريك في تدريس الدراسات الاجتماعية على التحصيل المعرفي و تنمية مهارات التفكير التباعدى لدى تلاميذ الصف الثانى الإعدادى

الملخص EN

The current study aimed to know the effect of using the John Zahorek model in teaching social studies on the cognitive achievement and development of divergent thinking skills for second year preparatory students, The researcher followed the descriptive approach and the quasi-experimental approach, and the study materials were specified in the list of divergent thinking skills needed for the second preparatory grade students, the student's handbook and the teacher's guide for the unit "The Goods of Our Arab Home" formulated according to the John Zahorek model, The two tools of the study were the cognitive achievement and divergent thinking tests, and the study experiment was applied according to the experimental design with two equal groups, one experimental and numbering (35) students, and the other control, numbering (35) students at “Taha Hussein Preparatory School for Boys” in the Aswan Educational Administration, The current study reached the results of: There are statistically significant differences at the level (0.05) between the mean scores of the experimental group students and the control group students in the post application in each of my tests: cognitive achievement and divergent thinking in favor of the experimental group students; Which confirms that the use of John Zahorek's model in teaching had a significant impact on the divergent thinking skills of second year middle school students in the field of teaching the chosen unit, The recommendations of the study came to the need to pay attention to the use of the constructivist John Zahorek model in teaching social studies to overcome the difficulties this subject faces and prevent the achievement of its objectives, and to rehabilitate social studies teachers by training them during workshops and training courses on how to use modern teaching models and strategies such as the John Zahorek model