اثر استراتيجية سكامير في اكتساب المفاهيم الجغرافية و تنمية كفاية التمثيل المعرفي لدى طلاب الصف الثاني المتوسط

Abstract EN

The current research aims to know (the effect of Skamire's strategy on the second students 'acquisition of an average of geographical concepts and the development of their cognitive representation) The researcher formulated the following hypotheses: 1- There is no statistically significant difference between the average scores of the experimental group that is taught with the SCAMMEER strategy and the average of the scores of the control group that is taught in the usual way in the conceptual acquisition test.2- There is no statistically significant difference between the average scores of the experimental group that is taught with the SCAMMER strategy and the average of the scores of the control group that is taught in the usual way in the cognitive representation scale.3- There is no statistically significant difference between the average scores of the control group that is studied with the Skammer strategy before the experiment and after the experiment in the cognitive representation scale.

The researcher used the experimental approach in achieving the goal of the research and its hypotheses, and to verify this, the researcher chose the partial control design (experimental group and control group) with the pre-test for the variable of adequacy of the cognitive and dimensional representation of the dependent variables.

The researcher rewarded between the two research groups with the following variables (chronological age in months, intelligence, academic achievement of the previous year, the measure of adequacy of cognitive representation) As for the academic subject, the first three semesters of the Geography book for the second grade were intermediate for the academic year 2018-2019Conclusions: The possibility of applying the SCAMMER strategy in teaching geography to high school students in other classes.

The proposalsThe researcher proposes to conduct a study in literary fifth students 'achievement in the subject of geography and the development of learning styles