الفهرس | يوجد فقط 14 صفحة متاحة للعرض العام |
المستخلص The problem of the study summarized as follows: Poor cognitive achievement and some visual thinking skills in geography among the first grade preparatory stage students. To address this problem, the current research aimed to reveal the effectiveness of using mind maps in teaching geography for developing cognitive achievement and some visual thinking skills by teaching economic geography unit for first grade preparatory stage, so the current research sought to answer the following main question: What is the effectiveness of using mind maps in teaching geography for developing cognitive achievement and some visual thinking skills among the first grade preparatory stage students in Libya? The following sub-questions derived from the main question as follows: 1. What are the visual thinking skills that can develop among the first grade preparatory stage students in geography? 2. What is the proposed perception for a unit designed according to the mind maps from the geography textbook of the first grade preparatory stage for developing cognitive achievement and some visual thinking skills?3. What is the effectiveness of using mind maps for developing cognitive achievement in geography among the first grade preparatory stage students? 4. What is the effectiveness of using mind maps for developing some visual thinking skills in geography among the first grade preparatory stage students? The study hypotheses: 1. There are no statistically significant differences between the mean scores of the experimental and control groups in the pre-application of cognitive achievement test and visual thinking skills test. 2. There are statistically significant differences at level (0.05) between mean scores of the experimental and control groups in the post-application of the cognitive achievement test, on each level of the test, and the test as a whole, in favour of the experimental group. 3. There are statistically significant differences at the level (0.05) between mean scores of the experimental group in both pre-and post application of the cognitive achievement test, on each level of the test, and the test as a whole, in favour of the post-application. 4. There are statistically significant differences at level (0.05) between mean scores of the experimental and control groups in the post-application of the visual thinking skills test, in favour of the experimental group. 5. There are statistically significant differences at the level (0.05) between mean scores of the experimental group in both pre-and post application of the visual thinking skills test, on each level of the test, and the test as a whole, in favour of the post-application. 6. What is the size effect of the mind maps on developing cognitive achievement and some visual thinking skills among the experimental group students? |