الفهرس 
مستخلص البحثيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Geography, as a school subject aims at providing the learner with geographical skills, desired attitudes, necessary knowledge and abilities to prepare him for the contemporary life and encounter the changing world. To achieve these objectives, the learners should have a considerable amount of abilities such as imagination or portrayal. Johnson (2000) assures that intellectual imagination as one of the spatial abilities, is something vital and necessary in studying Geography. Also, mathematical abilities such as deductive thinking, critical thinking, inductive thinking, realization of relations, problem solving, mathematical treatments, abstraction, in addition to the ability to realize the relationship between man and the environment, his sensitivity to the natural plants and animals, are all very useful in helping the teacher to achieve the objectives of teaching Geography.
Accordingly, teaching Geography needs maps, diagrams, several activities and instructional situations so that students get acknowledged with places, locations, and geographical facts. At present, teaching Geography suffers a great deal of problems. A pilot study about the actual situation of using instructional activities in teaching Geography has been conducted in some of the secondary schools in Assiut. It indicates that Geography teachers have no plan for the instructional activities inside or outside the classroom, they also disregard the learners’ abilities. Also, a considerable number of teachers agree that students have low achievement in Geography and they do not show interest in learning it.
In his theory about the multiple intelligences, Gardner assured the necessity of considering all the learners’ abilities(linguistic, spatial, musical, interpersonal, logical mathematical, natural, kinesthetic and intrapersonal) through designing attractive and enjoyable activities that suit these activities and help improve the learning process.