فاعلية استراتيجية المحطات العلمية في تدريس العلوم على تنمية مهارات التفكير البصري و التحصيل الدراسي لدى تلميذات الصف الثاني المتوسط بمدينة مكة المكرمة

الملخص EN

This study aimed to identify the effectiveness of the strategy of scientific stations in teaching science for developing visual thinking skills and academic achievement for second intermediate students in Makkah.

The researcher used the quasi-experimental approach based on the design of the pre- and post-control and experimental group.

The sample of the study consisted of (54) female students, from the second intermediate students.

The sample was randomly divided into two groups; an experimental group of 27 female students were taught by the strategy of scientific stations and a control group of (27) female students were taught using the usual method.

Two study tools were prepared: the visual thinking skills test and the achievement test.

The two tools were pre and post applied to two study groups.

The findings of the study revealed: that there is a statistically significant difference (a ≤ 0, 05) between the average scores of the two experimental and controlling students in the test of visual dimensional skills and its related skills: (visual reading - visual discrimination - interpretation of information on the visual form - Visual information analysis - perception of relationships - meaning conclusion) in favor of the experimental group.

There is also a statistically significant difference at (a ≤ 0, 05) between the mean scores of students of the experimental and control groups in the total post-academic achievement test and at the cognitive levels (remembering - understanding - application - analysis - composition - evaluation) in favor of the experimental group.