Instructional-learning design according to interactive electronic mind maps and its impact on generative thinking skills of fifth scientific grade students in biology
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Abstract
The current research aims to;
1-Preparing an educational design according to the interactive electronic mind maps for the fifth scientific grade students in biology.
2-Recognize the effectiveness of the instructional design according to the interactive electronic mind maps in;
- Generative thinking for the fifth scientific grade student
To achieve the research objective, the following null hypothesis was formulated;
There is no statistically significant difference at the significance level (0.05) between the average scores of the experimental group students who studied according to the educational design of interactive electronic mind maps and the average scores of the control group who studied according to the usual method in the test of generative thinking.
In order to verify the validity of this hypothesis, the researcher adopted a partially controlled experimental design for the experimental and control groups, with a post test for generative thinking, as the experimental group studied according to the educational design prepared according to the electronic mental map program (I Mind Map10), while the control group studied according to the ordinary method, the research community is represented by the students of the fifth scientific grade, all of whom are enrolled in Al-Etidal Secondary School for Girls, one of the government day schools affiliated to the General Directorate of education Resafa/1, for the academic year (2021-2022) AD, which were chosen intentionally, and the research sample consisted of two divisions (A, B) to represent the experimental and control groups, respectively, with (31) female students for the experimental group and (32) female students for the control group, and the researcher rewarded the two groups with a number of variables as (chronological age, intelligence, previous information, generative thinking test), the instructional-learning design was built according to four stages (analysis, design, implementation, evaluation), the researcher prepared her research tool, represented by the generative thinking test. Generative thinking test in its final form consists of (18) paragraphs that measure six of the skills of generative thinking (fluency, flexibility, hypothesis, prediction, detection of errors and fallacies, representation). The apparent validity and construct validity were calculated for the items of the scale and the discriminatory power. As for the stability of the test, it was calculated using the alpha-Cronbach equation, which amounted to (0.87), the application of the experiment took one semester (2021-2022) and the researcher taught the two research groups by herself, and at the end of the experiment analyzed the results statistically by using the statistical bag (SPSS-23) and the (Microsoft Excel) program, and the t-test for two equal independent samples. The results showed that the students of the experimental group outperformed the students of the control group in the test of generative thinking, and thus the null hypothesis was rejected, from these results, the researcher concluded that the educational design based on interactive electronic mind maps had a positive impact on improving their level of generative thinking. In light of this, the researcher reached a number of conclusions, including:.
The effectiveness of the instructional-learning design in raising the achievement of fifth scientific grade students .
2-The possibility of adopting the prepared the instructional-learning design according to the electronic mental maps program (I Mind Map 10) by biology teachers.
The researchers also reached a number of recommendations and suggestions related to the research results.