The reality of using participatory learning among teachers of social studies (history and geography) in the intermediate stage from their point of view

Abstract

The current research aims to know (the reality of the use of participatory learning among teachers of social studies (history and geography) in the intermediate stage from their point of view), and the researchers relied on the descriptive approach. And a teacher of history and geography in the averages in the center of the cities of Mosul and Hilla, and a random sample consisting of (110) teachers and a teacher of history and geography was chosen in the center of the cities of Mosul and Hilla. The two researchers prepared the research tool, which is a questionnaire and it included (58) items distributed between Eight areas are (the field of educational objectives according to participatory learning, the field of lesson planning according to participatory learning, the field of lesson implementation according to participatory learning, the field of employing teaching methods and teaching aids according to participatory learning, the field of using electronic applications in participatory learning, the field of human relations and classroom management according to learning Collaborative, the field of the scientific aspect and professional growth in participatory learning, the field of assessment according to participatory learning) its validity and reliability were verified, and the following statistical methods were used: percentage, Pearson correlation coefficient, Spearman-Brown coefficient, weighted mean, and percentage weight, and after processing the data statistically, the results showed that: There is a weakness among social studies teachers (history and geography) in the methods and methods of participatory learning, in the formulation of behavioral goals, in the employment and use of electronic applications, in the use of examples and current events, in encouraging students to class activities, and in the use of teaching aids and means of evaluation in participatory learning, and the researchers reached a number of conclusions, including The weakness of social studies teachers in the methods and methods of modern electronic participatory learning. And the lack of experience of social studies teachers with the use of participatory learning and educational methods and techniques that are used in participatory learning, and based on this a number of recommendations were put forward, including: the introduction of social studies teachers (history and geography) training courses in participatory learning and the need for the preparation and training unit in the cities of Mosul and Hilla to train History and geography teachers on the use of participatory learning platforms and how to prepare and design electronic educational tools. A number of proposals were put forward, including: The reality of participatory learning among history and geography teachers in the preparatory stage from their point of view and its relationship to the variables of gender and specialization.