الفهرس 
الفصل الأول: مشكلة البحث وخطة دراستهايوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The tremendous technological development in the recent period has been reflected in education, where many new concepts have emerged, such as distance learning, distance education, computer education, mobile learning, mobile learning and other concepts, and the employment of technology in the educational process has now become an imperative necessity for what It has many advantages that increase the interaction between the elements of the educational process and enhance the development of thinking in its various types and allow time to enhance the values and positive behaviors of learners. As a result of technological development, a recent strategy in the field of teaching and learning has emerged recently, which is the ”Flipped learning strategy”, which depends on providing the content to the learner, Therefore, current research has provided the impetus to use modern teaching methods and strategies that are in line with the reality of the current era such as and flipped learning strategy to develop some of the skills of future thinking that qualify them to predict and participate in facing their future problems of society, and support adherence to the dimensions of intellectual security such as intellectual tolerance, dialogue, acceptance of others, belonging to culture and the ability to Think positively in light of the many cultural and intellectual influences that society witnesses.
Research problem and questions:
The current research problem can be identified in the presence of a weakness in the skills of future thinking and the dimensions of intellectual security of second-year middle school students, and the research problem can be identified in the following main question:
What is the effect of using the flipped learning strategy in teaching social studies on developing future thinking skills and the dimensions of intellectual security for second-grade preparatory Al-Azhar students?
The main question is divided into the following sub-questions:
1-What are the future thinking skills in the subject of social studies that can be developed for second-year middle school students?
2-What is the availability of future thinking skills for the second year of middle school students, Al-Azhar?
3-What is the effect of using the flipped learning strategy on developing future thinking skills for the second preparatory grade students?
4-What are the dimensions of intellectual security in the subject of social studies that can be developed for middle school students?
5-To what extent are the dimensions of the intellectual security available for the second preparatory grade students?
6-What is the effect of using the flipped learning strategy on developing the dimensions of intellectual security for the second preparatory grade students?
Research aims:
Procedural goals for the current research can be identified in:
Building a list of the most important future thinking skills necessary for developing in the second preparatory grade students.
Building a list of the most important dimensions of intellectual security that are required for the development of second preparatory grade students.
Knowing the effect of using the flipped learning strategy on developing some future thinking skills and the dimensions of intellectual security for the second preparatory grade students.
Research procedures:
In order to answer the research questions and verify the validity of its hypotheses, the current research proceeded according to the following steps:
Review the previous researches and studies related to the research variables in order to benefit from them in preparing the theoretical framework for the research that dealt with the following:( Flipped learning strategy, Future thinking skills, dimensions of intellectual security)
Prepare the following research materials:
A -preliminary list of future thinking skills to be developed for the second year of middle school students, then presenting them to a group of arbitrators in the field of curriculum and methods of teaching social subjects and making adjustments to them in the light of their opinions.
B- Preparing an initial list of the dimensions of intellectual security to be developed for the second year of middle school students, and presenting them to the arbitrators in the field of curricula and methods of teaching social subjects and making adjustments to them in the light of their opinions.
C- Providing a learning environment for applying the flipped strategy, which included recording educational videos to explain the lessons of the two units of the course, presenting them to a group of arbitrators in the field of curricula, teaching methods and educational technology, and making adjustments to them in the light of their guidance.
D- Preparing the student’s activities and training brochure on the two units, which include activities and training that support the development of future thinking skills and the dimensions of students’ intellectual security.
E- Preparing the teacher’s guide for teaching the two units, using the flipped learning strategy.
3) Preparing the study tools represented in:
A- test of future thinking skills.
B- A measure of the dimensions of intellectual security.
Then he presented them to a group of arbitrators, and made the necessary amendments in light of their directives and proposal.
4) Conducting the exploratory experiment on a sample consisting of (28) female pupils from the second year of preparatory school, Al-Azhar, at the Girls Al-Mougafaf Institute, to codify the study tools and finalize them.
5) Choose the two research groups (experimental and control).
6) Applying the search tools prior to the two research groups
7) Applying the research experience (teaching the two scheduled units, where the experimental group was studied using flipped learning strategy, while the control group studied the two units of the course in the usual way(
8) Apply the search tools dimension to the two search groups
9) Analyzing and statistically processing data, interpreting and discussing Results
10) Provide a set of recommendations and proposals in light of the results reached.
Search results:
Search results revealed for:
There are no statistically significant differences between the mean scores of students of the control and experimental groups in the pre-application to test future thinking skills.
There are statistically significant differences at the level of 0, 0 between the average pupils’ scores in the pre and post application to test future thinking skills on the experimental group in favor of post application.
There are statistically significant differences at the level of significance 05, 0 between the mean scores of students of the control and experimental groups when applying post-test for future thinking skills in favor of the experimental group that is taught using flipped learning.
A significant effect of using the flipped learning strategy on developing future thinking skills for the experimental group students.
There are no statistically significant differences between the mean scores of students of the control and experimental groups in the tribal application of the scale of intellectual security dimensions.
There are statistically significant differences at the level05, 0 between the average pupils’ scores in the pre and post application of the scale of intellectual security dimensions to the experimental group in favor of the post application.
There are statistically significant differences at the level of significance 05, 0 between the mean scores of students of the control and experimental groups when applying the dimensional scale of intellectual security dimensions in favor of the experimental group that is taught using flipped learning.
The significant effect of using the flipped learning strategy on developing the dimensions of intellectual security for the experimental group students.