أثر استراتيجيات التعلم البصري في اكتساب المفاهيم الفيزيائية والتفكير البصري عند طلاب الصف الرابع العلمي
The aim of the present research is to find out the effect of visual learning strategies on the acquisition of physics concepts and the visual thinking for the fourth grade science students in physics by assuming that the following hypothesis are correct: 1) There is no statistically significant difference in the significance level of 0.05 between the average scores of the experimental group students who will be taught by the visual learning strategies and the average scores of the control group students who will be taught by the traditional method to acquire of the physics concepts. 2) There is no statistically significant difference in the significance level 0.05 between the average scores of the experimental group students who will be taught by the visual learning strategies and the average scores of the control group students who will be taught by the traditional method on the scale of visual thinking. 3) There is no correlation between the scores of the experimental group students who studied the material by using the visual learning strategies to the acquisition of physics concepts and their scores on the visual thinking test at the significance level 0.05. An experimented design of two groups have been used in this research, one of them represents a control group which has been taught by the traditional method while another represents the experimental group which has been taught by the visual learning strategies. To achieve the aim and hypotheses of the research, Al –Nuhoth secondary school for boys has been chosen intentionally among the whole secondary schools in the city of Baghdad. The sample of the study consist of 60 student from Al –Nuhoth secondary school for boys from the students of the fourth class science. Then, it has been chosen randomly by the researcher two sections(groups),they are(B and C),each group consisted of 30 students. Group (C) has been chosen randomly to represents the experimental group who will be taught by the visual learning strategies, and group (B) represents the control group who will be taught by the traditional method, both groups were equivalent in number of variables such as age by months, IQ test, and their degrees in the achievement test of former physics examinations. The experiment began at the second semester of the academic year (2013-2014 AD), and the researcher taught the groups of the research by himself. At the end of the second semester, the researcher applied the concepts test at the end of the experiment for the two groups in order to measure the students acquisition for the physics concepts. The validity of the test was achieved by a group of experts to conclude some statistical results such as the coefficient of recognition and the coefficient of difficulty and effectiveness of alternatives. The reliability of the test was calculated by using Cooder Richardson equation 20 and was amounted to % 85. As for the measurement of visual thinking, the researcher applied a skill test, it includes the five appropriate skills of identifying the shape and its description, analyzing the shape, linking between relationships and interpreting the ambiguity, it consisted of 33 multiple-choice items. The test was submitted to a group of arbitrators to determine the validity to the study and the relative weight of each skill according to the average rates of experts opinions. The researcher also used different statistical methods such as (T- test) to measure the difference between the average scores of students' grades in the two groups, and the Cooder Richardson equation 20 to calculate the stability and the difficulty and the discrimination equation, and the effectiveness equation of the alternatives, as well as Pearson equation coefficient to calculate the correlation between the experimental group scores on both tests the acquisition of concepts and visual thinking, and the analysis shows the following: 1) the superiority of the experimental group students who have been taught by visual learning strategies to the control group students who have been taught by the traditional method on to the acquisition of physics concepts test .There is significant statistical difference , as the value of (t) calculated 4.8 while the value of (t) spreadsheet 2.00 at a level of significance 0.05. 2) the superiority of the experimental group students who have been taught by visual learning strategies to the control group students who have been taught by the traditional method on visual thinking test as the value of (t) Calculated 5, while the value of (t) spreadsheet 2.00 at the level of 0,05. 3)There are a medium positive correlation between the scores of the experimental group students who have been taught by the visual learning strategies on the acquisition of the physical concepts and their scores on the visual thinking test. Therefore, based on these findings some recommendations are suggested such as, the adoption of visual learning strategies in the teaching of physics ,and more research needs to be conducted on other variables (such as achievement , critical thinking, deductive thinking, motivation. (Published abstract)