أثر التدريس مادة الأحياء باستخدام الخرائط الذهنية اليدوية والإلكترونية في تحصيل طالبات الصف التاسع الأساسي في لواء المزار الجنوبي واتجاهاتهن نحوها
Abstract
الملخص
هدفت الدراسة إلى معرفة أثر استخدام الخرائط الذهنية اليدوية والإلكترونية على التحصيل الدراسي لطالبات الصف التاسع الأساسي في مادة الأحياء واتجاهاتهن نحو مادة الأحياء، تألفت عينة الدراسة من ثلاث شعب بواقع (109) طالبات تم توزيعهن عشوائيا إلى ثلاث مجموعات: المجموعة التجريبية الأولى تم تدريسها باستخدام الخرائط الذهنية اليدوية وبلغت (34) طالبة، والمجموعة التجريبية الثانية وتم تدريسها باستخدام الخرائط الذهنية الإلكترونية وبلغت (39) طالبة. أما المجموعة الثالثة الضابطة فقد تم تدريسها بالطريقة الاعتيادية وبلغت (36) طالبة. وقد تم استخدام المنهج شبة التجريبي في هذه الدراسة، وتم إعداد المادة التعليمية وفق استراتيجيتي الخرائط الذهنية اليدوية، والإلكترونية، كما تم إعداد اختبار تحصيلي ومقياس الاتجاه نحو مادة الأحياء والتحقق من مؤشرات صدقيهما وثباتهما، وتوصلت الدراسة إلى أن تدريس مادة الأحياء باستخدام استراتيجيتي الخرائط الذهنية اليدوية، والإلكترونية، كانتا أفضل من الطريقة التقليدية في تحصيل الطالبات في مادة الأحياء، ولصالح الاستراتيجيتين (الخرائط الذهنية اليدوية والإلكترونية) معا، كما تبين وجود أثر للتدريس باستخدام استراتيجيتي الخرائط الذهنية اليدوية، والإلكترونية، في تنمية اتجاه الطالبات نحو مادة الأحياء، ولصالح (الخرائط الذهنية الإلكترونية). وفي ضوء نتائج الدراسة تم اقتراح عدد من التوصيات.
The Effect of Manual Mind Maps and Electronic Mind Maps on Teaching Biology Subject on the 9th Grade Female Students' Achievements and their Attitude to Biology Course in the Southern Mazar Directorate
Mona Riyaad Al-Ebraheem
Hasan Ali Bani Doumi
Abstract
The objectives of this study were to assess the effect of using manual mind maps and electronic mind maps on 9th grade female students' achievements and their attitude to biology course. The study sample involved three random classes. The three classes were randomly divided into three groups: the first experimental group (34 female students ) which was taught using the manual mind map, the second experimental group (39 female students) which was taught using the electronic mind map, and the third experimental group (36 female students) was the control group which was taught using the traditional teaching method. The total number of students was 109 female students. The study was performed using the semi-experimental method; the educational material was prepared using manual and electronic mind maps. Achievement exams and student attitude to the biology course were evaluated and tested. The study results revealed significant (α≤0.05) higher students' marks for the two groups who received teaching by manual and electronic maps than the traditional group. In addition, the study showed that the students’ attitude to the biology course was significantly (α≤0.05) higher for the two groups who received teaching by manual and electronic maps compared to the traditional groups. Moreover, the electronic mind map was significantly superior to the manual mind map in student' attitude to the biology course. Based on the study results, more comprehensive studies are required to evaluate the effect of teaching using mind maps to enhance students' thinking and creativity. In addition, training biology teachers on the implementation of mind maps in teaching especially electronic mind maps is needed.
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DOI: http://dx.doi.org/10.35682/1279
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