Teaching with the Visual Memory Strategy for Fifth Grade Female Students in Science and Its Impact on Developing Visual Thinking Skills

Abstract

The research aims  is to explore the effect of teaching using the visual memory strategy for fifth-grade female students in science on developing their visual thinking skills. To achieve this goal, the researcher proposed a single hypothesis: there is no statistically significant difference at the 0.05 significance level between the average scores of the experimental group, which was taught using the visual memory strategy, and the control group, which was taught using the traditional method, in terms of pre- and post-visual thinking skills in science

The research is limited to fifth-grade students in public schools under the Directorate of Education in Wasit.

Time boundaries: The first semester of the academic year 2023-2024

Place boundaries: Public primary schools under the Directorate of Education in Wasit.

Scientific boundaries: The first, second, and third units of the science textbook prescribed for fifth-grade students, issued by the Iraqi Ministry of Education 7th edition (2020).

The researcher applied a visual thinking skills test, which she prepared and consisted of 15 items. She conducted validity, reliability, and equivalence tests for the research variables, and used appropriate statistical methods. The results of the research demonstrated the effectiveness of using the visual memory strategy in developing visual thinking skills among fifth-grade female students in science. The researcher also provided some recommendations and suggestions based on the findings.