تنمية الذكاءين المكاني والطبيعي لدى طلاب الصف الثالث المتوسط في مادة الجغرافيا باستخدام استراتيجية التخيل الموجه

Abstract

The current study aimed to determine the effectiveness of using the guided imagery strategy in developing spatial and naturalistic intelligences among third-year intermediate students in the subject of geography. To achieve this goal, the researcher employed an experimental design involving two groups: an experimental group and a control group. The experimental group studied geography using the guided imagery strategy, while the control group studied the same subject using the conventional method. The study sample consisted of 64 third-year intermediate students from Ibn Idris Intermediate School for Boys in the center of Babylon Governorate, with 32 students in the experimental group and 32 in the control group. The researcher verified the equivalence of the two groups regarding chronological age, pre-test spatial intelligence, and pre-test naturalistic intelligence.

The researcher developed a test for spatial and naturalistic intelligences comprising 40 items, distributed equally between the two types of intelligence, and verified its validity and reliability. Following the experiment, the post-test was administered to both groups, and the data were analyzed using an independent-samples t-test.

The results revealed statistically significant differences (at the 0.05 level) between the mean scores of the experimental and control groups on the spatial intelligence test, the naturalistic intelligence test, and the total test score; all differences favored the experimental group. In light of these results, the researcher recommended utilizing the guided imagery strategy in teaching geography, training geography teachers to create imagery-based scenarios, and focusing on developing students' multiple intelligences. It was also suggested that future studies be conducted to examine the strategy's impact on other variables, such as visual thinking, creative thinking, and academic achievement.