أثر استخدام استراتيجيتين للتفكير ما وراء المعرفي على التحصيل و تنمية التفكير الناقد لدى طالبات الصف السابع

Abstract EN

This study aims at inquiring the Impact of using mind maps and thinking aloud as two strategies of meta cognitive thinking in teaching geography for seventh grade female students in Amman.

The sample consisted of (117) students who were divided into three groups: two experimental and one control.

The first experimental was taught by using mind map strategy, while the second one was taught by thinking aloud strategy.

The third one was the control group that was taught by ordinary method.

The researchers used an achievement test and a critical thinking skills scale, after assuring their validity and reliability.

The data was analyzed by using means, standard deviations and One Way ANCOVA.

The results showed that there were statistical significant differences at the level (0.05) between the mean scorcs of the two experimental groups and the control group in achievement and critical thinking tests, in favor of the experimental groups, who taught by using mind maps and thinking aloud strategics, when they compared with the control group, who taught by using the ordinary method.

There were also no statistical significant differences between thinking aloud group and ordinary group in critical thinking test mean scores.