فاعلية التدريس باستخدام الخرائط الذهنية الإلکترونية في تنمية بعض المهارات التقنية والتحصيل المعرفي لدى طلاب الصف الثالث المتوسط

نوع المستند : المقالة الأصلية

المؤلف

ماجستير مناهج وطرق التدريس العامة کلية التربية جامعة الملک خالد

المستخلص

ملخص البحث:
هدف البحث إلي قياس فاعلية تدريس وحدة مقترحة باستخدام الخرائط الذهنية الإلکترونية في تنمية المهارات التقنية والتحصيل المعرفي لدى طلاب الصف الثالث المتوسط وتکونت عينة الدراسة من(60) طالبا من طلاب الصف الثالث متوسط وتم تقسيمهم إلى مجموعتين:  إحداهما تجريبية وعددهم(30) طلاب والأخرى ضابطة وعددهم (30) طلاب، وقد أسفرت نتائج البحث عما يلي:
توجد فروق ذو دلالة إحصائية عند مستوى (05,0) بين متوسطات درجات طلاب المجموعتين التجريبية،  والضابطة في التطبيق البعدي لبطاقة الملاحظة الخاصة بالمهارات التقنية لصالح طلاب المجموعة التجريبية، توجد فروق ذو دلالة إحصائية عند مستوى (05,0) بين متوسطات درجات طلاب المجموعتين التجريبية، والضابطة في التطبيق البعدي للاختبار التحصيل المعرفي  لصالح طلاب المجموعة التجريبية.
Abstract:
The aim of this study was to measure the effectiveness of teaching a proposed unit using electronic mental maps in developing the technical skills and cognitive achievement of the third grade students
The sample of the study consisted of (60) students from the third grade students. They were divided into two groups:  one experimental, 30 students and the other 30 students. The results of the research resulted in the following:
1)    There are statistically significant differences at the level of (05.0) between the average scores of the students in the experimental groups and the control in the post application of the note card for the technical skills for the students of the experimental group.
2)    There are statistically significant differences at the level of (05.0) between the average scores of students in the experimental groups, and the control in the post-test cognitive achievement for the benefit of the experimental group students.

Andrea, L. (2013).Mind mapping strategies for teachers. (Online). Available:  http: //www.teachthought.com/?s=f (Retrieved September, 2014).
Aydin, Ali Balem (2014). Prepared Map andConcept Mind Technologically-Supported,The Subjects of The Unit Social and- Systems in our Body by Students. Proceeded P:  2838-2009, V: 1,Issue 1, Behavioral Sciences 2842
Buzan,T.(2014).Taking notes with mind maps. (On-line).Available:     http: //www.buzanworld.com (Retrieved October, 2014).
Chuck, F. (2012).Valuable types of visual maps.(On-line).Available:  http: //mindmappingsoftwareblog. com/6-valuable-types-of-visual-maps/ (Retrievea October, (2014).
Fuad, NurMiftahul; Zubaidah, Siti; (2017). Improving Junior High Schools' Critical Thinking Skills Based on Test Three Different Models of Learning.International Journal of Instruction, v10 n1 p101-116 Jan 2017
Hallen, Sangeetha,(2015). Effectiveness of Mind Mapping in English Teaching among VIII Standard Students. Journal on English Language Teaching, v5 n1 p45-50
Harkirat, S., Makarimi, K., O. Roger, A.(2011).Constructivist- visual mind map teaching approach and the quality of students’ cognitive structures. Journal of Science Education Technology (20), 186-200
Marta, T., Szabo, Z. (2014). Modular mind mapping. (On-line). Available: http: // matchsz.inf.elte.hu/colabs/porto/pubs/pzs_tszm.pdf (Retrieved Octpber)
Mode, E. (2010). The effect of graphic organizers in terms of students altitudes                towards reading in English, Science Direct, (32), 2.
Mueller, D &Strohmeier, S.(2010). Design characteristics of virtual learning environments:  An Ex-pert Study. (On-line).Available:
 http: //webcache.. googleusercontent. com/ search? q=cache: eVlawKeRMQkJ: ceur-ws.org/ Vol570/ paper011.pdf+ &cd=17&hl =ar&ct=clnk&g l =eg(Retrieved September)
Ningrum, ArySetyaBudhi; Latief, Mohammad (2016).The Effect of Mind Mapping on EFL Students’ Idea Development in Argumentative Writing across Gender Differences and Learning Styles. DinamikaIlmu, v16 n1 p149-166
Nong, B. & Pham, T. , Thy Nu Mai. (2009). Integrate The digital mind mapping and learing Psychology,Educational Technology, 27(10), 41-45.
Robinso, J. (2012). The effects of prior computer usage on keyboard and typing proficiency.DISS.ABB, 50(5), 88-102
Sabbah, Sabah Salman,(2015).The Effect of College Students' Self-Generated Computerized Mind Mapping on Their Reading Achievement. International Journal of Education and Development using Information and Communication Technology, v11 n3 p4-36.
Schnotz, W. & Ainsworth, S. (2014). Visual Thinking and Learning:  ViTaL. Retrieved Mar 2014 from http: //www.moodle.fct.unl. pt/pluginfile. php/20502/mod... /ESF ViTaL. pdf.1-13.
 Sun, R. &Xie, Y. (2013). Research on the Activity Frame work of Using Visual Thinking Tools. Retrieved Mar 2014 from http: //www.icome2013.iwd.jp/ program/pdf/1p_ PDF/B04.pdf.
Svenson, E. (2013). Mind Maps & Visual Thinking The Why and the How:  From Brainstorming to Organizing, Presented at:  ACLEA 49th Mid-Year Meeting. Retrieved Mar 2014 from http: //www.aclea.org/.../30_-_Mindmaps_- Visual_Brainstorming.pdf.1-9
Tarkashvand, Zahra.(2015). Male Learners' Vocabulary Achievement through Concept Mapping and Mind Mapping:  Differences and Similarities. Educational Research and Reviews, v10 n7 p790798 Apr.
Toll, F. (2005). Concept mapping. Journal of Technology and Learning, 25 (8), 1
Wilson, Kenesha; Copeland-Solas, Eddia;(2016). A Preliminary Study on the Use of Mind Mapping as a Visual-Learning Strategy in General Education Science Classes for Arabic Speakers in the United Arab Emirates. Journal of the Scholarship of Teaching and Learning, v16 n1 p31-52 Feb