Effectiveness of Social Studies teaching using augmented reality technology in developing the historical thinking skills of middle school students

Document Type : Original Article

Authors

1قسم المناهج وطرق التدريس بكلية التربية بالدقهلية - جامعة الأزهر

Abstract

The research aimed to uncover the effectiveness of teaching history using augmented reality technology in developing the historical thinking skills of junior high school students, the researcher followed the descriptive and semi-experimental curriculum, and the research sample consisted of an experimental group. To achieve the goal of research, the historical thinking test was built, and a manual on the use of augmented reality technology for teaching the third module of the social studies course was prepared for the second semester. The results of the research revealed a statistically significant effect of using augmented reality technology to develop historical thinking skills in the sample and recommended the use of augmented reality technology to teach and learn history.

Keywords


Abu Beh, M. (2016).  All you would like to know about VR and augmented reality, an article published by AltNews, the Arab Technical News Portal, is available at:
Ahmed, W. A. (2006).  The use of the Heritage Portal has affected the development of some of the historical thinking skills of the teaching student for social studies at the Faculty of Education.  Journal of the Educational Society for Social Studies,7.
 
 
Amal, N.  S. (2017, July 12-13).  Integrating augmented reality technology in the context of the textbook and its impact on cognitive motivation and direction, research presented to the Fourth International and Second Scientific Conference (qualitative education: Present and future vision challenges).  Ain Shams University, Maj3, 860-918.
Bakr, N, M, & Siafan, M, Q.(2011).  Incorporate thinking skills into your classroom content. (P.1).  Dar Al-Massira.
Taghreed, A, O. (2001).  Toward new horizons for teaching – the end of a century – and the thundering of a new century, (I.1), Cairo Book House.
Juma'a, R, H. (2012).  The effectiveness of a proposed strategy to teach the French campaign on Egypt considering recent discoveries on developing the historical thinking skills of the students of the preparatory stage.  Faculty of Education, University of Benha, 23,90, 172-199
Al-Jamal, A, A. (2005).  Effectiveness of teaching history using a cross-teaching strategy and concept maps in developing the skills of understanding historical texts in secondary grade 2 students.  Journal of the Educational Society for Social Studies, 5 (3), 125-162.
Hassan, H, M. (2007).  Develop high-school histories in light of the strategies beyond knowledge to develop historical understanding and thinking skills.  Unpublished Ph.D., Faculty of Education, University of Alexandria.
Hassan, H, A. (2018).  Virtual world technology and augmented reality in education. (P.1).  House of the Arab Academic Center, Cairo.
Samia, M, F, & Asma, T, A. (2016).  Using Blended Education in the Teaching of History for the Development of some Historical Research Skills and Motivation to Complete the Prep Stage Pupils, Journal of the Faculty of Education, University of Monofiya, 3,14 and 87-138.
Sulaiman, Y, A. (1984).  Use the Scout approach to studying history with basic education and its effect on earning some historical research skills.  Unpublished Masters, Faculty of Education, Ain Shams University.
Suheila, K, S. (2018).  The effectiveness of a program that employs augmented reality technology in developing some of the skills of electronic robot installation in the technology curriculum of Gaza's 10th grade students.  Published Master's Message, Faculty of Education, Islamic University of Gaza.
Shirin, S, A. (2014).  The impact of the use of the Eisengraft inquiry model on the achievement and development of historical thinking skills of the core tenth grade students in the subject of history.  Unpublished Ph.D., Faculty of Education, Yarmouk University.
Shirin, K, M. (2008).  Proposed program for developing the historical thinking skills of second-grade preparatory students and their material preferences.  Unpublished Ph.D., Faculty of Education, Ain Shams University.
Safa, M, A. (2004).  The use of cooperative learning in teaching social studies has affected the achievement and development of values for fourth-grade students.  Unpublished Masters, Faculty of Education, Assiut University.
El-Tayeb, M, H. (2020).  Effectiveness of a augmented reality application-based program in developing the skills of knowledge management and visual thinking of high school students in geography.  Unpublished Ph.D., Faculty of Education, Mansoura University.
Abdel-Hafez, S, A. (2020).  Application of augmented reality in the development of digital citizenship and the achievement of history for students at the preparatory level, unpublished Masters, Faculty of Education, Tanta University.
Abd al-Radi, A, A. (2018).  The effectiveness of the use of the inverted classroom in social studies to develop historical thinking skills of students at the preparatory level, Faculty of Education, Assiut University, 34,6, 518-557.
Abdul Alim, T, M. (2008).  Evaluate the secondary-level approach to history in the light of national and global standards.  Unpublished Masters, Faculty of Education, Ain Shams University.
Abdullah, A, M. (2004).  The use of a proposed model to teach history based on constructivist theory affected the achievement and development of historical thinking skills in high-grade students.  Journal of the Educational Society for Social Studies, (1), 14-57
Abdul Wahab, A & Badawi, A, M. (2000).  The effectiveness of a proposed unit on castles and historical fortifications in developing the historical thinking skills of third-grade preparatory students, Journal of Studies in Curriculum and Teaching methods, (64), 98-118.
Alam, A, A & Abu al-Khair, A, M. (2020). The interaction between the learning style (collaborative/competitive) and the augmented reality (picture/bar code) of the textbook has improved computer material outcomes for lower-level students.  Journal of the Faculty of Education, Al-Azhar University, (39), 2-81.
Ghada, A, M. (2007).  Teaching a unit in Egypt's ancient history in the light of the overall quality standards has influenced the development of historical research skills and historical trends in high school students.  Unpublished Master's Message, Faculty of Education, University of Damanhur.
Ghosoun, H, A. (2017).  The level of awareness among teachers of social studies in Saudi Arabia of augmented reality technology programs and their applications in the education and learning of their subjects, Journal of Scientific Research in Education, 10 (18), 541-571.
Mushotahy, R, R. (2015).  The effectiveness of employing built-in truth technology in developing higher-order thinking and science-oriented skills in the core ninth grade students.  Published M.S.A., Faculty of Education, Islamic University of Gaza.  Available at:
First International Conference on Education Technology. (2015). Technology and techniques for teaching and e-learning.  From 5-7 October, Sharjah.
Third International Conference on Electronic Learning. (2016). Creative learning in the digital age.  The period from April 12-14, Cairo.
Annual Scientific Conference of the College of Graduate Studies. (2017).  Rearing and interactive learning environments are the challenges of reality and vision for the future.  The period from July 12 to 13, Cairo.
Maha, A, H. (2014).  The use of augmented reality (augmented reality) in a unit of a computer course has affected the collection and direction of secondary students.  Unpublished Masters, Faculty of Education, Um Al Qura University, Saudi Arabia.
Najwa, B, K. (2011).  A program based on some scientific activities has influenced the development of a kindergarten child's higher order thinking skills, a pilot study of kindergarten children.  Damascus magazine, 27(2),               481-520.
Nada, H, A. (2014).  The effectiveness of the RISK program in developing the historical thinking skills of fourth-grade students in the history of Islamic Arab civilization, the Faculty of Education, Wassit University, 1(17), 341-399.
 
Norhan, M, M. (2019).  The accompanying type of commentary (script/audio) for virtual 3D scenes in a augmented reality learning environment has influenced the development of some information processing and historical thinking skills.  Unpublished Masters, girls School of Arts, Sciences and Education, Ain Shams University.
Nivine, A. M. (2011).  The extended reality application in the field of education, retrieved on 16/2/2019M is available at the following link: 
Helat, S, I. (2007). The impact of the above-knowledge teaching strategy on the achievement of the ninth-grade students in the history research.  Journal of Educational and psychological Sciences, 8(2), 61-79
Standard level document for the content of the article on Social Studies and National Education. (2009). The National Authority for Quality Education guarantee, Prime Minister.
Walaa, S, H. (2006).  The effectiveness of the inquiry method in developing some historical thinking skills and moving toward the subject of history in high school students.  Unpublished Masters, girls' College, Ain Shams University.
ثانيًا: المراجع الأجنبية:
Bacca, J., Baldiris.s., fabregat.r., graf.s.& kinshuk (2014): Augmented reality trends in Education: A systematic Review of Research and Applications, Educational technology & society, 17 (4).
Larsen, Y., Bogner, F., Buchholz, H., Brosda, C. (2011). Evaluation of a Portable and Interactive Augmented Reality Learning System by Teachers and Students, open classroom conference augmented reality in education, Ellinogermaniki Agoge, Athens, Greece,    41-50.
Marsan, N (2005). Historical thinking skills of pre-service teachers in secondary school social studies methods course. ph. D, Dissertation university of Iowa.
Stern, Sheldon (2002): Thinking Historically: The Jon Kandy library American Project for High School Students.
Swan, K, Locasico, D (2008). Evaluating Alignment of technology and primary source use within a history classroom. Journal of contemporary Issues in Technology and Teacher Education, V, 38, N.1,                 pp. 1- 3.
Trombino,D. (2010). The experiences of secondary social studies teachers with historical thinking skills, A Doctor of philosophy of Education Curriculum and Instruction, Faculty of Education, Old Dominion University.