شبكة المعلومات العربية التربوية

This research investigates the effect of (K.W.L.H) strategy on developing visual thinking skills in geometric among the seventh grade female students in Rafah. To achieve the aim of the study the researcher has used a quasi-experimental approach with it's both groups (the experimental group and control group) to measure the effect of the independent variable (K.W.L.H) strategy on the dependent variable (the visual thinking skills). The strategy steps are represented in the following; what I know? What I want to know? What I learned? How I can learn more? According to the a quasi-experimental approach, the researcher chose the 7th grade female students from Nazir Al-loqa primary school which is followed to the Ministry of Education in Rafah Governorate year (2017-2018). The study sample consisted of (73) female students from two classes. The sample is chosen by randomly way; (37) students in the experimental group was taught by using the (K.W.L.H) strategy and (36) students in the control one was taught by ordinary method. The researcher prepared a test to measure the visual thinking skills as a study tool. The researcher also used a varied statistics style to analyze data such as: (T-test for two independent samples and Eta squared) to measure the effect of (K.W.L.H) strategy in developing visual thinking skills. The researcher had reached a number of results, the most important one as follows: 1) There are statistically significant differences at (α=0.01) in the level of visual thinking skills in the post test mean scores between the experimental group and the control in the favor of the experimental one. 2) There are an effect size for using K.W.L.H strategy on developing of the visual thinking skills among 7th graders. According to what the researcher had reached, she put some recommendations, the most important of them are: The necessity to using the meta-knowledge strategies in general and (K.W.L.H) strategy in particular because of its impact in developing of visual thinking skills. Teachers should be trained on how to use meta-knowledge strategies in teaching mathematics. Pay attention on developing visual thinking skills among students in all School levels. (Author’s abstract)