فاعلية المدخل البصري المكاني لتدريس الهندسة في تنمية بعض مهارات ما وراء المعرفة لدى تلاميذ الصف الأول الإعدادي
The current research aimed to investigate the effectiveness of the visual-spatial approach to teach geometry in developing some metacognitive skills among first prep stage students. The sample research consisted of (60) students in the first prep stage, they are divided into two groups: one of them is an experimental group which consisted of (30) students (taught using the visual-spatial approach), and the other control group consisted of (30) students (taught using the usual method), and the experimental treatment included: reformulating the unit of “geometry and measurement” determined in the first prep stage in order to teach it to the students of the experimental group using the visual-spatial approach. The study tools also included test of metacognition skills in the previously specified unit, and this test applied to the two groups, beforehand (to ensure the equivalence of the two groups) and afterwards to (determine significant difference between the mean scores of the control and experimental groups), and the results of the study were superior to the students of the experimental group over the students of the control group. The research found that there is an effectiveness of the visual-spatial approach to teach geometry in developing some metacognition skills among first prep stage students. (Published abstract)