Using Differentiated Instruction Approach in Teaching Social Studies to Develop Historical Thinking Skills for Preparatory School Students

Document Type : Academic research papers

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Faculty of women , Ain shams university

Abstract

The recent research aimed at detecting the effectiveness of differentiated instruction approach to develop historical thinking skills of second year preparatory students. In order to achieve this goal, tools of experimentation (historical thinking skills checklist, the teacher’s guide and a student’s booklet) were prepared in light of the differentiated instruction approach. Measurement tools were used to measure the historical thinking skills. The research sample included (60) second year preparatory students. The research followed the semi experimental approach with two groups: the experimental group of (30) students and the control group (30 students). The results indicated a significant difference at (0.01) in favor of the experimental group in the historical skills. The research recommended to use differentiated instruction approach in other subjects and educational stages and to enrich curricula with appropriate educational activities that enhance the historical thinking skills, which helps at substituting the culture of memorizing by building cognitive coherent knowledge.
Key words: Differentiated instruction approach, historical thinking skills

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