الفهرس 
مشكلة البحث (تحديدها وخطة دراستها)يوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Summary
The present research aimed at knowing the effectiveness of a strategy based on the integration of mind maps and web quests in learning science in developing visual thinking skills and creative problem solving in second year preparatory school students.
Statement of The Problem:
The problem of the research revolves around the lack of visual thinking skills and creative problem solving skills in second year prep. school students. The study attempted to answer the following main question: What is the effectiveness of a strategy based on the integration of mind maps and Web Quests for learning science in developing visual thinking skills and creative problem solving in second year preparatory school students?
The sub. Questions of the problem:
1- What is the effectiveness of a strategy based on the integration of mind maps and web quests for learning science in developing visual thinking skills in second year prep. school students?
2- What is the effectiveness of a strategy based on the integration of mind maps and web quests in developing creative problem solving in second year prep. school students?
3- What is the correlation relationship between the mean scores of the post tests obtained by the experimental group students of creative problem solving and visual thinking skills scales?
Importance of the research:
1- The research presented student textbook in which the researcher rephrased the two units entitled ”sound, light and proliferation” assigned to the second year prep. Those two units can be used by other investigators in preparing other units and activities using the mixture of mind maps and web quests.
2- The research presented teachers’ guide of the two units entitled ”sound, light and proliferation” assigned to the second year prep.
3- The research presented two tests: visual thinking skills in science test and creative problem solving skills test.
Tools of the research:
a) Teaching and learning materials:
1- Student textbook: it included the two units entitled ”sound, light and proliferation” assigned to the second year prep. After they were rephrased in light the mixture of mind maps and web quests.
2- Teacher’s guide: it included the two units entitled ”sound, light and proliferation” assigned to the second year prep. After they were rephrased in light the mixture of mind maps and web quests.
b) Measurement tools:
1- visual thinking skills in science test.
2- Creative problem solving skills test.
Sample of the research:
Sample of the research was randomly selected from the second year preparatory school students in Mallawy directorate. The sample was divided into two groups: experimental and control. The experimental consisted of 80 students: 44 males and 36 females. The control group consisted of 80 students: 44 males and 36 females in Sadat school for boys.
Hypotheses of the research:
1. There is a statistical significant difference at 0.05 level between the means scores obtained by experimental and control group students in the post testing of visual thinking skills test favoring the experimental group.
2. There is a statistical significant difference at 0.05 level between the means scores obtained by experimental and control group students in the post testing of creative problem solving skills test favoring the experimental group.
3. There is a statistical significant correlation relationship at 0.05 level between mean scores of students on visual thinking skills test and their scores mean on creative problem solving skills post test.
Method of the research:
Quasi-experimental method (2 groups design) was adopted. This method was used to assess the effect of the independent variable on the dependent ones.
Procedures of the research:
1- Selecting 2 units in science textbook taught to the second year preparatory school students.
2- Preparing a strategy based on the integration between mind maps and web quests.
3- Preparing the activities notebook of the two units in light of the mixture of mind maps and web quests.
4- Preparing the teacher’s guide of the two units in light of the mixture of mind maps and web quests.
5- Preparing the visual thinking skills test for year2 prep.
6- Preparing the creative problem solving skills test for year2 prep.
7- Taking experts views in the first draft of the study tools.
8- Reaching the final version of the study tools after doing the necessary modifications given by the panel of jury.
9- Conducting the study tools on a pilot sample to compute the psychometric condition of the two tests and ensure its validity& reliability.
10- Selecting the sample from the second year prep.
11- Conducting the pre. testing of the tools.
12- Teaching the two units by using the mixture of mind maps and web quests To the treatment group while the control group was taught by the traditional way.
13- Conducting the post testing of the study tools.
14- Conducting the statistical manipulation of data to reach the results and conclusions.
15- Reaching, analyzing and interpreting results& verifying hypotheses.
16- Presenting some recommendations and future researches.
Results of the research:
1- Statistical significant difference at 0.01 level was found between the means scores obtained by experimental and control group students in the post testing
2- of visual thinking skills test favoring the experimental group.
3- Statistical significant difference at 0.01 level was found between the means scores obtained by experimental and control group students in the post testing of creative problem solving skills test favoring the experimental group.
4- Statistical significant correlation relationship at 0.01 level was found between mean scores of students on visual thinking skills test and their scores mean on creative problem solving skills posttest.
Recommendations of the research:
1- Training science teachers on achieving integration between mind maps and web quests.
2- Making use of the student textbook and its activities in improving visual thinking and creative problem solving.
3- Teaching the curricula of science through the use of the strategy combining mind maps with the web quests.
4- Encouraging the students’ participation in the web quests.
5- Giving opportunities to students to practice new skills.
Future research:
1- The effectiveness of a strategy based on the integration of mind maps and web quests for learning science in developing divergent thinking skills and electronic communication means among preparatory school student.
2- The effectiveness of a strategy based on the integration of mind maps and web quests in learning science in developing visual thinking skills and creative problem solving and achievement motivation among preparatory school students.
3- The effectiveness of a strategy based on the integration of mind maps and web quests in learning science in developing visual thinking skills and creative problem solving and learning motivation among primary school students.
4- the effectiveness of a strategy based on the integration of mind maps and web quests in learning science in the acquisition of science concepts and processes in primary school students.
5- The effectiveness of a strategy based on the integration of mind maps and web quests in learning science in developing mind habits and attitude towards self-learning among preparatory school students.
6- The effectiveness of a strategy based on the integration of mind maps and web quests in learning science in the acquisition of reflective thinking skills, scientific tendencies and attitude towards science among preparatory school students.