أثر المدخل المنظومي في تنمية التفكير المنظومي و فعالية الذات الأكاديمية في الجغرافيا لدى طالبات المرحلة المتوسطة

Abstract EN

This research aims at identifying the effect of systemic approach in the development of systemic thinking and the academic self-efficacy in geography for female students at the intermediate stage.

To attain this aim, the research was designed as quasi-experimental.

The research sample was composed of two classes of the first intermediate grade in Riyadh.

One of the two classes has been selected randomly to represent the experimental group and they were (30) students and the other class the control group with (30) students.

The research tools depended on the following : 1-Systemic thinking test.

2-The measurement of the effectiveness of the academic self-efficacy in geography.

The study found that there were statistically significant differences in the posttest of students of the experimental group and the control group students in the test of systemic thinking and the measurement of self-academic geography for experimental group.

The research has recommended to re-regulate the content of geography at various stages of education in the light of systemic approach, and the necessity of directing geography teachers during the service to the importance of the use of systemic approach in teaching some subjects of geography, and providing them with training programs for that purpose.