فاعلية استخدام استراتيجية التساؤل الذاتي في تدريس الجغرافيا على تنمية التحصيل المعرفي و مهارات ما وراء المعرفة لدى طالبات الصف العاشر الأساسي

Abstract EN

This research aimed to know the effectiveness of self-questioning strategy in teaching geography on developing cognitive achievement and metacognitive skills for the female students of the basic ten grade.

This research used the experimental method and was applied on research sample which numbered (92) students.

They were divided randomly into two experimental groups of (46) female students and another control group of (46) female students, the researcher prepared a cognitive achievement test, and a metacognitive skills scale whose validity and reliability were insured, Percentages, arithmetic means, standard deviations, and Black's adjusted gain equation were used, the results of this research showed that there are statistically significant differences between the two groups of the experimental and control groups in the cognitive achievement test and metacognitive skills scale in favor of the experimental group which indicates the effectiveness of the self-inquiry strategy in teaching geography on the development of research variables, in light of the results, the study recommended that employing modern teaching strategies as a self-questioning strategy by geography teachers in teaching and Include geography curricula with situations that help develop learners' metacognitive skills.