أثر الاشكال المنظمة في التحصيل وتنمية التفكير الجغرافي لدى طالبات الصف الثاني المتوسط
The current study aims to know the effect of graphic organizer in geographic thinking and achievement by second intermediate students, to achieve the study objective, the researcher compose the following assumptions : A) There is no statistically significant difference at the 0.05 level between the average score for the experimental groups for students who are studying Arab homeland geography using graphic organizers strategy and average score achievement of the control group students who are studying the same material in the traditional way. B) There is statistically significant difference at the 0.05 level between the average score for the experimental groups for students who are studying Arab homeland geography using graphic organizers strategy and average scores of the control group students who are studying the same material in the traditional way in geographic thinking. C) There is no statistically significant difference at the 0.05 level between the average score for the experimental groups for students who are studying Arab homeland geography using graphic organizers strategy in the pre and post measure in geographic thinking. D) There is no statistically significant difference at the level of 0.05 between the average scores of the control group students who are studying Arab Homeland geography using the traditional method of the pre and post measures in testing geographic thinking. The researcher adopt exp+erimentally design with partial adjustment consist of experimental and control groups, and per and post test. Study community constitute of second intermediate students of Directorate General of Baghdad Education Al- Rusafa first, among its (Midday Intermediate School for girls) which chosen intentionally and (Al-Anwar intermediate school for girls) of Al-a'adamiyha educational region to apply the experiment, it appears that the number of the classes are 7. The researcher chose among them randomly (class B) as experimental group of (30 students) and (class D) as control group of (30 students) within 5 variables (Age, geography marks for first intermediate class, test of geographic thinking, intelligence test and parents achievements al level). The two study groups studied by researcher herself, and she prepared objective achievement test to measure the students achievement of multiple test style with (40 item), and she also prepared a test to measure the geographic thinking of article test style with (12 questions) which had been affirmed of its truth and stability, its psychometric characteristics of items difficulty, its distinguish ability and wrong substitutions efficiency to test the achievement. The researcher used statistical methods to conduct equivalence and comparison between two groups results (T test, Berson correlation coefficient, Ka 2 equation, difficulty and distinguish coefficient, wrong substitutions efficiency and Facron Bach equation). The study results display the following: 1) There is statistically significant difference between average scores for experimental and control groups students in achievement test in favor of experimental group students. 2) There is statistically significant difference between average scores for experimental and control groups students in geographic thinking test in the two measures in favor of experimental group student. 3) There is statistically significant difference between average scores for experimental group students in pre and post test in favor of post test. 4) There is no statistically significant difference between average scores for control group students in geographic thinking test for pre and post measure. Conclusions 1) The use of graphic organizers strategy effect positively in achievement of second intermediate students in Arab Homeland geography. 2) The use of graphic organizers strategy was important factor in growth of ability of geographic thinking and its skills (observation, comparison, classification and organization). Recommendations: 1) The authors of planned books to teach geography should pay attention to regulate its geographic organizers to organize the subjects contained therein, clarify and show the relations among them. 2) The focus in geography curriculum in the intermediate stage should on activities that allow to exercise of geographic thinking. Proposals 1) Conducting a pilot study to determine the effect of using graphic organizers strategy in the acquisition of geographic concepts to intermediate school students. 2) Conducting a pilot study to determine the effect of using graphic organizers strategy in the correction of geographic concepts acquisition of geographic concepts to elementary school students. (Author’s abstract)