أثر التفاعل بين الأسلوب المعرفي ونمط عرض الخرائط الذهنية الإلكترونية في تنمية المفاهيم البلاغية لدى طلاب المرحلة الثانوية الأزهرية
The current research aimed at investigating the effect of the interaction between the cognitive style (focusing / scanning) and the presentation pattern of electronic mind maps (holistic / partial) on developing rhetorical concepts among Al-Azhar secondary school students. The study was a quasi-experimental one in which the 2x2 factorial design was utilized. Participants were (80) third-grade students of Al-Azhar secondary stage. They were divided into four experimental groups. The research used a cognitive style scale to classify the participants and a rhetorical concepts achievement test. Moreover, and the content was redesigned using electronic mind maps. Results showed that a statistically significant difference was found between the mean scores of students who studied using the holistic presentation pattern of electronic mind maps and those who studied via the partial presentation pattern in the post administration of the rhetorical concepts achievement test in favor of the holistic presentation pattern students. Also, a statistically significant difference existed between the mean scores of the focusing cognitive style students and the scanning cognitive style ones in the post administration of the rhetorical concepts achievement test in favor of students with the focusing cognitive style. Findings further indicated that there were statistically significant differences between the means scores of the four experimental groups students in the post administration of the rhetorical concepts achievement test due to the effect of the interaction between the presentation pattern of electronic mind maps (holistic / partial) and the cognitive style (focusing / scanning) in favor of the focusing cognitive style students who studied via the holistic presentation pattern of electronic mind maps. The research, hence, recommended the necessity of using electronic mind maps whenever introducing the rhetoric content to students in such a way that suits their cognitive styles, training teachers to produce mind maps, and diversifying teaching strategies according to mind maps types and students' cognitive styles. (Published abstract)