أثر استخدام استراتيجية الرؤوس المرقمة في تنمية مهارات التفكير البصري في مادة علوم الأرض لدى طالبات الصف العاشر في مديرية التربية والتعليم لقصبة المفرق
This study aimed to reveal the effect of using the numbered heads strategy on developing visual thinking skills in earth sciences course for the tenth-grade female students in the Directorate of Education of Qasbat Al-Mafraq. To achieve the objectives of the study, the quasi-experimental design of the experimental approach was used. Through using the available method, the study sample participants were selected from Al-Dajniya Secondary School for Girls, which consisted of (44) female students, randomly divided into two groups: an experimental group (22) students who were taught by using the numbered heads strategy, and a control group (22) students who were taught by using the regular method. A teacher guide was prepared for teaching a unit of the textbook of the Earth Sciences entitled the oceans in the second semester using the numbered heads strategy. A visual thinking skills test was prepared and verified for its psychometric qualities. The results of the study showed a statistically significant difference at the significance level (α = 0.05) in the visual thinking skills between the two study groups attributed to the teaching strategy, in favor of the experimental group. The results also showed that the effect of the teaching strategy was significant in developing visual thinking skills. However, the results of the study did not reveal any statistically significant differences at the significance level (α = 0.05) attributed to the educational achievement in all dimensions and in the total degree. There was absence of a statistically significant difference at the significance level (α = 0.05) due to the effect of the interaction between the teaching strategy and the participants’ achievement. In light of these results, the study recommended sciences teachers to use the numbered heads strategy in teaching their students. (Author’s abstract)