A proposal Based on Language Introductory Through the Curriculum to Develop some Linguistic Communication Competencies within Geographical and Historical Texts and Branched Thinking Skills among Students of Social Studies Student Teachers.

The current research aimed to measure the development of some linguistic communication skills in texts (geographical and historical) and branched thinking skills among social studies student teachers through a proposed program based on Language Introductory through the curriculum, so as to achieve this goal, a list of some linguistic communication Competencies (specified and general) were prepared for the participants; in addition to preparing a list of branched thinking skills that should be developed for these participants. The proposed program has been prepared to develop language communication competencies (general and qualitative) for the participants. In addition, a test of language communication skills (general - specific) is prepared, as well as a test for branched thinking, a teacher's guide, and work papers for preparing the program. In order to verify the effectiveness of the program, the participants consisting of (65 student teachers) were selected from the third year students, elementary education department (Social Studies), Faculty of Education, Mansoura University. They were divided into two groups: the first is experimental, consisting of (35) students; and the other is a control group consisting of (30) students. Research results revealed the following:
1-      There are statistically significant differences at (>0.05) between the mean scores of the experimental group and the control group in the post administration of language communication competencies (general / qualitative) test in favor of the experimental group.
2-      There are statistically significant differences at (>0.05) between the mean scores of the experimental group in the pre and post administration of language communication competencies (general / qualitative) test in favor of the post administration.
3-      There are statistically significant differences at (>0.05) between the mean scores of the experimental group and the control group in the post administration of the branched thinking skills test in favor of the experimental group.
4-      There are statistically significant differences at (>0.05) between the mean scores of the experimental group in the pre and post administration of the branched thinking skills test in favor of the post administration.
5-      The proposed program was effective in developing linguistic communication competencies in geographical and historical texts among student teachers, Social Studies department, with a percentage which is not less than (0.6).The effectiveness of Mac Geogian was also measured.
6-      The proposed program was effective in developing branched thinking skills among student teachers, Social Studies department, with a percentage which is not less than (0.6). The effectiveness of Mac Gojian was also measured.