الفهرس 
خرائط العقل و التفكير البصرييوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The problem of the study summarized as follows:
Poor cognitive achievement and some visual thinking skills
in geography among the first grade preparatory stage students.
To address this problem, the current research aimed to
reveal the effectiveness of using mind maps in teaching geography
for developing cognitive achievement and some visual thinking
skills by teaching economic geography unit for first grade
preparatory stage, so the current research sought to answer the
following main question:
What is the effectiveness of using mind maps in teaching
geography for developing cognitive achievement and some
visual thinking skills among the first grade preparatory stage
students in Libya?
The following sub-questions derived from the main
question as follows:
1. What are the visual thinking skills that can develop among
the first grade preparatory stage students in geography?
2. What is the proposed perception for a unit designed
according to the mind maps from the geography textbook of
the first grade preparatory stage for developing cognitive
achievement and some visual thinking skills?3. What is the effectiveness of using mind maps for
developing cognitive achievement in geography among the
first grade preparatory stage students?
4. What is the effectiveness of using mind maps for
developing some visual thinking skills in geography among
the first grade preparatory stage students?
The study hypotheses:
1. There are no statistically significant differences between the
mean scores of the experimental and control groups in the
pre-application of cognitive achievement test and visual
thinking skills test.
2. There are statistically significant differences at level (0.05)
between mean scores of the experimental and control
groups in the post-application of the cognitive achievement
test, on each level of the test, and the test as a whole, in
favour of the experimental group.
3. There are statistically significant differences at the level
(0.05) between mean scores of the experimental group in
both pre-and post application of the cognitive achievement
test, on each level of the test, and the test as a whole, in
favour of the post-application.
4. There are statistically significant differences at level (0.05)
between mean scores of the experimental and control groups in the post-application of the visual thinking skills
test, in favour of the experimental group.
5. There are statistically significant differences at the level
(0.05) between mean scores of the experimental group in
both pre-and post application of the visual thinking skills
test, on each level of the test, and the test as a whole, in
favour of the post-application.
6. What is the size effect of the mind maps on developing
cognitive achievement and some visual thinking skills
among the experimental group students?