الفهرس 
الإطــــار العــــام للــــدراســــةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Introduction:Education needs new directions, adopting modern theories and philosophies and adopting modern teaching methods and strategies, so developed countries have begun to constantly develop curricula to address contemporary variables and future challenges of information flow (Salim, 2016, 135). Modern education methods also call for mental habits to be a major goal at all stages of learning from primary education, as weak mental habits usually lead to poor learning regardless of skill or ability (Abdeslam, 2018, 202)Therefore, the individual’s possession of the habits of the mind helps to face life problems, and Al-Harithi (2002,12) stressed that in the educational reality educated lack the use of habits in various educational and practical activities in the subject of science.As a result of the importance of mind habits, many studies have been conducted to develop it among learners where an educational strategy can be used (thinking maps, start, response and evaluation, the oddity of images and drawings of creative ideas, SWOM) or an educational program such as (a proposed science-based survey program, and a proposed instructional approach based on (STEM)The current era is characterized by scientific and technological knowledge revolution, scientific knowledge has increased intensely, and scientific concepts represent the basis on which scientific knowledge is based; chemical concepts are an integral part of scientific concepts and have a great importance as the most important components of the cognitive construction of science. The learner also preserves scientific concepts and terminology without understanding, so the planners of the science curriculum emphasized the inclusion of mental habits in the science curriculum, and one of the approaches that adopted habits of the mind: the British national curriculum where it stressed the need to develop the following mental habits :the need of surveying, respect for evidence, management of tolerance, perseverance, mental openness, common environmental sense, and cooperation with others (Al-Baali, 2013: 96)Therefore, the science teacher needs to vary the educational means in the classroom when presenting abstract scientific concepts, as learners find it difficult to understand them, so this problem can be over comed (Arabiat, 2014: 5), as the science teacher wants to help the student to: identify the world around him, and reach different conclusions when trying to know the world, form assignments or hypotheses to solve the problems that may face him, reach a solution to the problems facing us after the experience of the assumptions reached, and learn New concepts through previous concepts. (Howard, 1987, 7-13)The importance of chemical concepts can be summarized in the following points (Saif, 2015, 36):1- Help the learner understand the concepts.2- Increase students’ interest in science and their motivations and motivate them to specialize, leading to the development of innovative thinking.3- It leads to determine the goal of the curriculum, as it identifies basic clues in the educational structure because concepts reduce the breadth of facts.4- Enable the gifted to highlight the interdependence and integration between different branches of science.Mental maps are a distinctive type of educational maps related to concepts that depend on visual learning, but concept maps are a pattern in which concepts are arranged so that the main concept is at the top of the pyramid and the less general concepts are below it, but web maps describe the relationship between a central concept and support details through branches linking ideas to the main concept, although mental maps link concepts with each other and encourage active learning, but they differ from concept maps in the way of design and the organization of information (Israel ,2019).One of the justifications for the use of mental maps is that they benefit in bringing the learner to the highest level of focus, in addition to turning the written material into an easily absorbable organization, which is the design of the mental map, and also works to transform verbal material into simplified illustrative forms where the learner interacts mentally with the educational material, and helps to organize and arrange the ideas and information of the learner because it is considered a planning organization in which the scientific material, ideas and information are organized technically and visually that allows the learner to interact with the scientific material, and also helps to integrate Educated people effectively in the educational process, where learners are very integrated with the process of building mental maps outwardly and mentally, and enjoy a lot, and find in this activity a change of routine (Ambo Saidi, Baloch, 2009, 473-474)The current study aims at identifying the effect of using mind maps on developing chemical concepts and some habits of mind among secondary stage pupils.Study Problem:The problem of studying is the lack of chemical concepts, and the low of mind habits among first year secondary stage students, which requires studying the impact of mind maps in the development of chemical concepts and habits of mind.More specifically, this study tries to answer the following main question:1- What is the impact of using the mind maps on the development of chemical concepts and some of the habits of the mind among secondary school students?The following questions are derived from this question:1- What is the effect of using the mind maps on the developmentof chemical concepts among first secondary school students?2- What is the effect of using the mind maps onthe development of some habits of mind among first secondary school students?3- What is the type of the relationship between students’ grades to test chemical concepts and their grades in the scale of mind habits among first secondary school?Study objectives:The current study aims to:1.identifying the impact of the use of maps of mind on the development of chemical concepts in secondary first graders.2. Determining the impact of the use of maps of mind on the development of certain habits of mind among secondary first graders.3. Study the extent to which chemical concepts are associated with the habits of the mind of secondary first graders.Importance of the study:The significance of the current study is:1- Providingstudents with sample sheets to benefit researchers, curriculum planners and help students to studythe unit.2- Providing a test of chemical concepts and a measure of habits of mind for teachers to benefit from in evaluating students and for researchers to benefit from it in preparing similar tools.3- Providing a procedural model for researchers, planners and curriculum developers to employ the strategy of mind maps through the preparation of the teacher’s guide, and can be used to develop the performance of teachers during teaching, especially chemical concepts.Study Delimitations:The current study is limited to: 1- Students of the first year secondary stage in the administration of Banha Educational Governorate of Qalyubia and divided them into an experimental group and control group.2- The unit (nuclear chemistry) assigned to first year secondary stage students3- Adopt Costa& Kallick classification and limit it to six mental habits (thinking of thinking, achieving accuracy, collecting data using the senses, reciprocal thinking, applying previous knowledge, questioning and posed problems)Study Tools:The study relied on the following tools:1- Test of chemical concepts in the nuclear chemistry unit for first year secondary stagestudents. (Prepared by the researcher).2- Habits of mind scale for first year secondary stage students. (Prepared by the researcher)Study procedures:The study is conducted according to the following procedures: First: Review the literature of research and previous studies related to the field of study (mind maps - chemical concepts - habits of the mind).In order to take advantage of them in preparing the theoretical framework for the current study. Second: selection of content: selection of the unit (nuclear chemistry), a unit assigned for first year secondary stage students, and analysis of the selected unit to identify the chemical concepts involved in it. Third: Preparing the teacher’s guide to teaching the unit (nuclear chemistry) to secondary school students using mind maps and presenting it to jury members to reach his final form. Fourth: Preparing working sheets for students using mind maps in light of the foundations of their construction to work on the development of chemical concepts and the habits of the mind that have been identified and presented to the jury members to reach their final form. Fifth: - Preparing the study tools of:1- Test of chemical concepts of (nuclear chemistry) unit assigned to first year secondary stage students. 2- Scale of habits of mind, to measure the six mental habits: thinking about thinking, achieving accuracy, collecting data using the senses, reciprocal thinking, applying previous knowledge, questioning and posed problems and presented them to the jury members to be in their final form. Sixth: Conducting the study experiment and this includes:1- Selecting the study group and divide it into a control and experimental group.2- Applying study tools to the two study groups (as pre-test).3- Teaching to the two study groups, where the experimental group is taught according to mind maps and the control group is taught in the usual way.4- The post-assessment of the study tools Eighth: Monitoring and interpreting the results statistically. Ninth: Presenting recommendations and suggestions.Study terminology:It is A visual chart follows a set of procedural steps that the brain works by transforming the chemistry lessons scheduled for secondary school students into a map that helps to regulate information by drawing a blueprint for concepts, ideas and information in one paper in an orderly and networked format in all directions containing drawings, Words, symbols, and embedded in a chart according to their levels, from the most comprehensive to the least comprehensive, are linked to the main theme. so that they are displayed, are flexible and can add more in a brief, beautiful and easy to remember way.Chemical Concepts:It is defined as a mental conclusion expressed by a word or term concerned with the study of the elements, interactions and changes in which the student consists of a meaning and understanding that relates to the student’s scientific terminology and is procedurally measured by the degree to which the student obtains the test of the chemical concepts contained in the unit (nuclear chemistry) of the chemistry book of the first grade.Mental Habits: It is a set of mental processes that the learner is accustomed to practicing based on his or her previous skills and experiences when confronted with a problem, and his or her ability to employ them effectively, with the aim of reaching productive solutions to confront certain situations, and is measured procedurally by the degree of the student in the measure of mind habits.Results Discussions:After analyzing and statistically processing the data to test the validity of the assumptions at the level (0.05) and to answer the study’s questions, the results were as follows:1-Astatistically significant difference at an indicative level (α ≤ 0.01) between the average grades of the students of the two experimental groups and the control in the dimensional application of the chemical concepts test as a whole and at each level individually, for the benefit of the students of the experimental group2- A statistically significant difference at an indicative level (α ≤ 0.01) between the average grades of the pilot group’s students in tribal and postgraduate applications to test chemical concepts as a whole and at each level separately, for the benefit of distance application scores.3- A statistically significant difference at an indicative level (α ≤ 0.01) between the average grades of the students of the two experimental groups and the control in the dimensional application of the scale of mind habits as a whole and in each habit separately, for the benefit of the students of the experimental group.4- A statistically significant difference at an indicative level (α ≤ 0.01) between the average grades of the pilot group’s students in tribal and postgraduate applications of the scale of mind habits as a whole and in each habit separately, in favor of the grades of the remote application.5- A strong relationship that is statistically relevant at an indicative level (α ≤ 0.01) between the grades of the experimental group in the dimensional application of chemical concepts test, and their grades in the dimensional application of the scale of mind habits.Study Recommendations:In the light of the study’s findings, the researcher recommends the following:•The need to use mental maps in secondary chemistry teaching.• Conduct training courses for chemistry teachers to train them in the use of mental maps in teaching.• The habits of mind should be included in the students’ calendars as they move from one stage to another.• Review the content of secondary chemistry books to enrich them with schemes and maps of mind to help students develop chemical concepts and practice habits of mind.• Make use of the teacher’s manual and working papers prepared in the current study in light of mental maps when developing chemistry curricula.• Care to develop the habits of mind associated with the study of chemistry because it plays a significant role in overcoming the problems and life attitudes common to students.Proposed studies and researches: In the light of the results of the present study, the following studies may be proposed:•Using mental mapstodevelop critical thinking skills in secondary students.• Using intellectual maps to develop scientificconcepts in middle school students.• Using mental maps to develop the creative thinking skills of middle school students.• Using a proposed program based on active learning to develop class students’ mind habits for the first secondary.• Using electronic mental maps to develop chemical concepts for secondary first graders.