تصميم تعليمي تعلمي وفقا للخرائط الذهنية الإلكترونية التفاعلية و أثره في تحصيل طالبات الصف الخامس العلمي في مادة علم الأحياء

الملخص EN

The current research aims to: 1.

Preparing an educational design according to the interactive electronic mind maps for the fifth grade students in science in biology.

2.

Recognizing the effectiveness of the educational design according to the interactive electronic mind maps in the achievement of the fifth grade students in science in biology.

To achieve the second research objective, the following null hypothesis was formulated: The null hypothesis: There is no statistically significant difference at the significance level (0.05) between the mean scores of the experimental group students who studied according to the educational design of interactive electronic mental maps and the average scores of the control group who studied according to the usual method in the achievement test.

In order to verify the validity of this hypothesis, the researcher adopted the experimental design with partial control for the two experimental and control groups, with a post test of achievement, as the experimental group studied according to the educational design prepared according to the electronic mental maps program (I Mind Map10), while the control group studied according to the usual method.

The research community is represented by the students of the fifth scientific grade, all of whom are enrolled in Al-Etidal Secondary School for Girls, one of the government day schools affiliated to the General Directorate of Education of Rusafa First, for the academic year (2021-2022) AD, which were selected intentionally, and the research sample consisted of two divisions (A, B).

) to represent the experimental and control groups, respectively, with (31) female students for the experimental group and (32) female students for the control group, and the researcher rewarded the two groups with a number of variables (chronological age, intelligence, previous information).

Analysis, design, implementation, evaluation), the researcher prepared her research tool, which is the achievement test.

The achievement test in biology in its final form consisted of (40) paragraphs, (29) objective paragraphs of the type (multiple choice), and (11) essay paragraphs.

Its apparent validity, content validity, construction validity, difficulty, discrimination coefficient, and the effectiveness of alternatives for this test were calculated.

As for its stability, it was extracted using Cronbach’s alpha equation, as It reached (0.90), the application of the experiment took one semester (2021-2022) and the researcher taught the two research groups herself, and at the end of the experiment the results were analyzed statistically using the statistical package (SPSS-23) and the (Microsoft Excel) program, and the t-test (T-).

test) for two independent equal samples, and the results showed that the students of the experimental group outperformed the students of the control group in the achievement test, and thus the null hypothesis was rejected.

In the subject .