The Effectiveness of a Developed Unit in Social Studies Based on Post-Constructivist Models for Enhancing Applied Geographical Skills and Deep Understanding among Preparatory-Stage Al-Azhar Students

Document Type : Original Article

Authors

1 Assistant Professor of Curriculum and Geography Teaching Methods Faculty of Education, Tafahna Al-Ashraf – Al-Azhar University

2 Lecturer, Department of Curricula and Teaching Methods Faculty of Education, Cairo Al-Azhar Universit.

Abstract

             The current study aimed to enhance certain applied geographical skills and foster deep understanding among preparatory-stage Al-Azhar students through a developed unit in social studies based on selected post-constructivist models. To achieve this goal, the researchers designed the experimental treatment materials, which included: a list of applied geographical skills and a list of deep understanding skills targeted for development among second-grade preparatory Al-Azhar students, a developed instructional unit, an activity workbook, and a teacher’s guide for delivering the unit using the progressive inquiry model as one of the post-constructivist approaches. The research instruments included an applied geographical skills test and a deep understanding skills test. The experiment was conducted on a random sample of 64 second-grade preparatory students from Shubar Preparatory Secondary Institute for Boys, located in Tanta District, Gharbia Governorate. The sample was divided into two equivalent groups (32 students each): an experimental group, which studied the developed unit using the progressive inquiry model, and a control group, The unit was taught in its usual format according to the prescribed study plan. Following the pre-application of the research instruments, the developed unit was delivered to the experimental group, and the instruments were then administered post-intervention. The results revealed statistically significant differences between the mean scores of the experimental and control groups in the post-tests of applied geographical skills and deep understanding, favoring the experimental group. Furthermore, statistically significant differences were found between the pre- and post-test scores of the experimental group in both skill domains, favoring the post-test results. A positive correlation was also identified between applied geographical skills and deep understanding skills. These findings confirm the effectiveness of the developed unit, based on post-constructivist models, in enhancing applied geographical skills and deep understanding among second-grade preparatory Al-Azhar students. The researchers discussed the findings and offered several recommendations and suggestions, most notably emphasizing the need to integrate modern educational models into the teaching process to sustainably improve educational outcomes and promote interactive learning experiences that support the acquisition of applied geographical skills and deep content understanding.                                                                                                       

Keywords

References

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