ملخص الدراسة:

This study aimed to identify the impact of the use of graphic organizer strategy on the development of visual thinking and geometric problem solving among the female students of the basic ninth grade in Gaza. To achieve this aim, the study sought to answer several questions. The main question was: What is the effect of using the graphic organizer strategy on the development of visual thinking and geometric problem solving among the female students of the basic ninth grade in Gaza? Based on this question, the following sub-questions are targeted: What is the effect of using the graphic organizer strategy on the development of visual thinking among the female students of the basic ninth grade in Gaza?, and What is the effect of using the graphic organizer strategy on the development of geometric problem solving among the female students of the basic ninth grade in Gaza? The study used the experimental method based on the setup of an experimental and a control groups. The study designed research tools and materials to achieve the intended objectives. These tools are: the test of the visual perception skills which included 23 items, the test of the ability to solve geometric problems which included 11 items and a teacher guide structured according to the strategy of graphic organizer strategy. After ensuring the validity and reliability of these tools, they were implemented on the intended study sample, which are the female students of the basic ninth grade in Ibn Khaldoun Basic School II. This sample included 80 female students divided into 40 sampling units in the experimental group (randomly selected), and 40 sampling units in the control group. The study used two research tools here, which are the test of visual perception skills, and the test of the ability of solving the geometric problem. After carrying out the necessary statistical analyzes, the study arrived at the following findings: There were statistically significant differences at (α = 0.05) between the averages of the students’ marks in the experimental group and the control group in the post-test concerning the development of visual thinking for the advantage of the experimental group. There were statistically significant differences at (α = 0.05) between the averages of the students’ marks in the experimental group and the control group in the post-test concerning the development of solving geometric problems for the advantage of the experimental group. In light of the findings of the study, the researcher recommended the need to use the strategy of graphic organizer in math education by teachers and mentors in order to achieve the required educational goals. These goals should help students understand the ideas internally and mutually. The study also recommended organizing training courses for math teachers in order to help them employ constructive strategies in the teaching of mathematics and encourage them to participate in the production of modules using the graphic organizer strategy. A further research is required to survey the impact of the graphic organized strategy considering other variables such as holistic, analytical, and creative thinking, and multi-level intelligence. There is also a need to focus on the development ways of students’ skills by holding educational meetings, and pay attention to their role and participation in the process of education, even if this was through simple ideas. Although these ideas could be simple, they are important to encourage them use the scientific methodology of thinking.

توثيق المرجعي (APA)

الاغا, ولاء محفوظ جودت (2017). The Effect of Using the Graphic Organizer Strategy on Developing Visual Thinking and Solving Geometric Problem Among Ninth Female Graders in Gaza. الجامعة الإسلامية - غزة. 19403