شبكة المعلومات العربية التربوية

The purpose of this study was to investigate using of generative learning strategy to teach surveying course to developing surveying devices maintenance skills and metacognitive thinking for second-year secondary industrial school students. The research' samples consisted of 64 students specialized in architecture distributed into two groups (experimental and control), with 32 students in each. Research tools included (1) a teacher’s guide and student activity record of teaching unit of "surveying devices maintenance", (2) observation checklist in the unit of "surveying devices maintenance" and metacognitive thinking test. The content of the unit "surveying devices maintenance" in the teaching surveying course was analyzed for second-year secondary industrial school students, architectural constructions specialization, to determine the surveying devices maintenance skills included in the unit to build the observation checklist and the preparation of teacher’s guide student activity record in the unit surveying devices maintenance". The tools of the study were administered using a pre-post design on the study groups, and the experimental group was taught by using generative learning strategy and using the traditional method with the control group. The tools of the study were post-administered and the appropriate statistical procedures were used so as to calculate the differences in the means of scores for both the experimental group and the control one. The results of the study indicated that using of generative learning strategy to teach surveying course was effective in developing surveying devices maintenance skills and metacognitive thinking of the experimental group as compared to the control. (Published abstract)