الفهرس 
مشكلة البحث وخطة دراستهايوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The review of literature revealed that there is not enough interest of affective domain in general and historical empathy in particular in the social studies curriculum. Although there is much interest in oral history all over the world, there is a lack in Arabic literature. The present study tried to answer the following main question:What is the effectiveness of oral history approach in teaching social studies for developing historical understanding and empathy among preparatory stage pupils?It was divided into the following four sub-questions:
1) What are the skills of the historical understanding suitable to the preparatory stage pupils?
2) What are the skills of the historical empathy suitable to the preparatory stage pupils?
3) What is the effectiveness of oral history approach in teaching social studies for developing the historical understanding among the third year preparatory stage pupils?
4) What is the effectiveness of oral history approach in teaching social studies for developing the historical empathy among the third year preparatory stage pupils?
Study Limitations:
The present study will limit itself to the following:
A sample of third year preparatory stage pupils at two preparatory schools in Benha Educational Administration, Qalubiya Governorate: Hamzah Abdul-Mutaleb prep school for boys and Maktabet Manshiyet Badawy prep school for girls.
The content of the unit entitled: “23th July revolution and Arab-Israeli conflict”, covered in the third year preparatory stage pupils’ textbook in the second semester, 2013-2014.
Study Procedures:
In order to answer the study questions and to achieve its objectives, these procedures were followed:
1) Reviewing the Arabic and foreign literature related to oral history and historical understanding and empathy.
2) Preparing a list of historical understanding skills suitable to the prep stage pupils and judging its validity by jury of experts.
3) Preparing a list of historical empathy dimensions suitable to the prep stage pupils and judging its validity by jury of experts.
4) Developing the study tools: The historical understanding test and the historical empathy scale.
5) Preparing the teacher’s manual.
6) Developing the suggested unit.
7) Drawing the study sample and dividing them into two groups: Control group and the experimental group.
8) Conducting the study tools on the two groups as a pre-application.
9) Experimenting the suggested unit by using the oral history approach to the experimental group while the control one is taught by the traditional method.
10) Applying the test as a pre- application to the two groups: control and experimental.
11) Applying the study tools as a post-application to the two groups: control and experimental.
12) Carrying out the statistical treatment, interpreting the findings and suggesting the recommendations.
Study Findings:
The following are the most important findings revealed by the present study:
1) There were statistically significant differences at 0.01 significance level between the scores means of the experimental group male pupils and those of the control group male pupils on the historical understanding test in the post-application, in favour of the experimental group.
2) There were statistically significant differences at 0.01 significance level between the scores means of the experimental group female pupils and those of the control group female pupils on the historical understanding test in the post-application, in favour of the experimental group.
3) There were statistically significant differences at 0.01 significance level between the scores means of the experimental group male pupils and those of the control group male pupils on the historical empathy dimensions situation scale in the post-application, in favour of the experimental group.
4) There were statistically significant differences at 0.01 significance level between the scores means of the experimental group female pupils and those of the control group female pupils on the historical empathy dimensions situation scale in the post-application, in favour of the experimental group.
5) There were statistically significant differences at 0.01 significance level between the scores means of the experimental group female pupils and those of the experimental group male pupils in the historical empathy in the post-application, in favour of the experimental group female ones.
6) There was acorrelation relationship between historical understanding and historical empathy among the experimental group pupils who studied by using the oral history approach.
7) The oral history approach was effective in developing historical understanding and historical empathy among the experimental group male and female pupils.
Study Recommendations:
1) Pre-service and in-service teachers should be trained on the participation in defining the curricula objectives and content.
2) The objectives of teaching history in all the educational stages should be developed in order to enhance the historical understanding and empathy skills.
3) The oral history approach should be focused on when teaching the different topics in social studies classes.
4) Various and different teaching approaches such as the current events, the story-telling, pictures and humanistic ones, should be used in teaching history in order to develop the historical empathy.
5) Teachers should be trained on using the oral history approach inside the classrooms.
6) Teachers should focus on the affective domains in teaching history.