منهج مقترح قائم على المدخل البصري لتنمية بعض المفاهيم الجغرافية و مهارات التفكير البصري لدى تلاميذ الصفوف الثلاثة الأولى من مرحلة التعليم الأساسي

الملخص EN

The problem: the low level of the first three rows of pupils basic education in the geographic concepts and skills of visual thinking The current research aims to: detect the effectiveness of the proposed approach based on geography visual entrance to the development of some geographical concepts and skills of visual thinking among students of the first three grades of basic education.

To achieve the aim of the research was prepared the following tools: Matrix extent and sequence of topics curriculum proposed geography, preparing curriculum for the approach proposed geography map, the drafting unit of the proposed approach to each row of the three rows, set up the reference (teacher guide for each unit), the preparation of test geographical concepts and tests of thinking Optical each row of the three rows.

The research found the following results: 1- There is a statistically significant difference at the .01 level of significance between the mean scores of first graders in test geographical concepts in two levels (remembering and understanding), and in the test as a whole for the benefit of the post application.

2- There is a statistically significant difference at the .01 level of significance between the mean scores of the second graders in the test three types of geographical concepts (remember - comprehension - application), and in the test as a whole for the benefit of the post application.

3- There is a statistically significant difference at the .01 level of significance between the mean scores of third graders in the test three types of geographical concepts (remember - comprehension - application), and in the test as a whole for the benefit of the post application.

4-There is a statistically significant difference at the .01 level of significance between the mean scores of first graders in each skill test of visual thinking skills, and in the test as a whole for the benefit of the post application.

5-There is a statistically significant difference at the 0.01 level of significance between the mean scores of the second graders in each skill test of visual thinking skills, and in the test as a whole for the benefit of the post application.

6- There is a statistically significant difference at the .01 level of significance between the mean scores of third graders in each skill test of visual thinking skills, and in the test as a whole for the benefit of the post application.