فاعلية برنامج مقترح قائم على الذكاءات المتعددة في تنمية الحس و التخيل الهندسي لدى أطفال الروضة

Abstract EN

This study aimed to identify the effectiveness of a proposed program based on multiple intelligences in the development of geometric sense and imagination in kindergarten children.

The semi-experimental method based on the design of the experimental group (31) and control group (33) was used in this study.

The study materials were represented in the proposed program for the experimental group, including the child activity book and the teacher's guide and were designed according to the theory of multiple intelligences, in addition to the proposed program corresponding to the usual method of the c ontrol group which was prepared.

The study tools, which included the geometric sense test and the geometric imagination test, were prepared as well.

Validity, stability and psychometric properties of both tests were verified.

Results showed that there were statistically significant differences at (0.01) in the geometric sense to the benefit of the experimental group in the skills of the sense of perception, the formal sense, the sense of relationships and the total geometric sense.

The effect size was average in the skill of conceptual sense, where the Cohen coefficient value was d = 0.79, while the effect size was high in the formal sense, the sense of relationships and the total geometric sense where d values were (1.18, 1.28 and 1.31), respectively.

There were also statistically significant differences at (0.01) in the geometric imagination in favor of the experimental group in the levels of cognitive expression, expression by drawing, motor expression and total geometric imagination.

The effect size was high in the cognitive expression, expression by drawing, motor expression and the total geometric imagination, where the values of Cohen coefficient d were (1.24, 1.03, 1.31 and 1.33), respectively.

There was a statistically significant positive correlational relationship (0.71) at the level of (0.01) between the total geometric sense and the total geometric imagination of the child.