أثر استخدام استراتيجية الخرائط المفاهيمية في التحصيل لمادة الأحياء لدى طالبات الصف الثامن الأساس في مركز محافظة أربيل

Abstract EN

The research aims to verify the following hypotheses: There were no statistically significant differences at (0.05) between the mean scores of the experimental and control groups on the achievement test (dimension).

There were no statistically significant differences at (0.05) between the mean scores of the experimental group, which studied the material in a strategic way, conceptual maps on the achievement test (tribal and remote).

There were no statistically significant differences at (0.05) among the average scores of the control group, which studied the material in a classical way on the collection test (tribal and post).

For the purpose of testing the hypotheses of the research, the researchers used the experimental design (design of the experimental group and the control group with pre and post-test).

The sample of 48 female students of the eighth grade was chosen as the basis of biology in the center of Erbil governorate, (24 students) in each group and their equivalence in the variable (scholastic achievement, mother achievement, IQ score, grades of the students on the achievement scale).

The test of the collection of biology was constructed.

The test consisted of ( 68) paragraph, has been verified The researchers used the statistical means (Paiserial, t-test, Kulmogruff Smirnov, Kjoder-Richardson-20), and sessions were held on the teaching of biology in a strategic way conceptual maps, It contains activities and diagrams presented by projector, and the veracity of the content of the sessions was extracted.

The research reached the following results: There were statistically significant differences at (0.05) between the mean scores of the experimental and control groups on the achievement test (after) and for the benefit of the experimental group.

There were statistically significant differences at (0.05) between the mean scores of the experimental group on the achievement test (tribal and remote) and in favor of the post-test.

There were no statistically significant differences at (0.05) between the average scores of the control group on the achievement test (tribal and post).

The researchers reached a number of recommendations, including: Encouraging teachers and teachers to use the strategy Concept maps have an effective impact on improving students' ability to understand living concepts and raise their thinking level in biology.

Workshops and workshops for teachers and teachers to develop strategies for the teaching of biology in the middle stage to include conceptual maps strategy.

The researchers propose a comparative study between the strategy of conceptual maps and other modern teaching strategies in biology.