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أثر استخدام استراتيجيتي جانيه وميرل تينسون في اكتساب المفاهيم الجغرافية والاحتفاظ بها لدى طالبات الصف الرابع العام
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مشكلة البحث :-

     ظلت رغبة الانسان في المعرفة وفهم الكون الذي يعيش فيه ، ملازمة له منذ المراحل الاولى لتطور البشرية ، فالانسان بما يتمتع به من امكانات وقدرات وطاقات كامنة استطاع عن طريق تفاعله واحتكاكه الدائم والمستمر والخلاق مع البيئة المحيطة به ان يلاحظ ، ويتخيل ويتذكر ويفكر ويخطط ويبتكر ، مستفيداً من اخطائه في التعرف عليها ، وفي زيادة قدرته على التحكم فيها وتحسينها وتطويرها ، محاولة منه لتأمين حاضره ومستقبله ( الكعبي، 2002 : 5 )

         وتعد الجغرافية احدى المواد الدراسية التي يدرسها المتعلم في المراحل الدراسية جميعها لانها ترمي الى تحقيق اهداف معينة ، منها تزويد الطلبة بالمعلومات والحقائق الجغرافية عن اقطار العالم المختلفة وما تمتاز به من موارد طبيعية وامكانيات بشرية واقتصادية واوضاع سياسية واجتماعية ، والتعرف على بعض الظواهر الطبيعية ودراستها ، كالجبال ، والسهول ، والاودية ، والمدن ، واحواض الانهار ، والصحارى ، والاقاليم المدارية وشبه المدارية ، ودراسة الطقس والمناخ ، وحركة السكان ، وتطوير المدن وتخطيطها ، وطرق النقل والمواصلات البرية والجوية والبحرية . وان الجغرافية كعلم ، يسعى الى وصف علاقة الانسان بالبيئة التي يعيش فيها ، وتطويرها وتفسيرها.

         ولكي تحتل مادة الجغرافية ، بوصفها مادة دراسية ، مركزاً متميزاً بين المواد الدراسية الاخرى وتأخذ مكانتها بين تلك المواد ، وبوصفها علماً يحتل بين فروع المواد الإنسانية الصــدارة ، ينبغي ان يركز في تدريسها ، على تزويد الطلبة ببعض المهارات والمعلومات والمفاهيم الجغرافية المختلفة .

         ان الكثير من طالبات الصف الرابع العام ، تكمن شكواهن في صعوبة تعلم بعض الموضوعات الدراسية في الجغرافية ، ومنها المفاهيم ، فنراهن لا يفهمن فهماً عميقاً ، ويحفظن دون استيعاب لمدلولات تلك المفاهيم مما يــولد لــديهن اتــجاهات سلــبية نحو التعلم ، ( زيتون ، 1994 : 8 ) .

         ويعزى هذا الضعف الى استخدام المدرسين لطرائق التدريس التقليدية في تدريس مادة الجغرافية والتي تستند الى حفظ وتلقين المعلومات والحقائق والمفاهيم دون الربط بينها ، مما دعا الى فكرة استخدام المفاهيم ( Concspts ) بوصفها عناصر لتنظيم المناهج اذ ما زالت الطرائق التقليدية القائمة على الحفظ والتلقين والاستظهار تأخذ فعلها في تدريس المفاهيم الجغرافية في مدارسنا ومعاهدنا بشكل واسع وقلة استخدام الاستراتيجيات التعليمية الحديثة .

         ان اعتماد استراتيجيات تدريس المفاهيم تجعل الطالبة تفكر تفكيراً عقلياً مترابطاً منطقياً محللاً للاسباب والعلاقات التي تربط بينها وبين النتائج ضمن اطار مفاهيمي يجعل التعلم اكثر فاعلية وثباتاً  ( القاعود ، 1990 : 268 )  ( شحاته ، 2001 : 236 ) . لذا كان هذا البحث محاولة للتعرف على الطرائق والاساليب الفضلى التي يمكن استعمالها لعلاج صعوبة تعلم المفاهيم الجغرافية لدى طالبات الصف الرابع العام والحد منها وذلك بالتعرف على اثر استخدام استراتيجيتي جانيه وميرل تينسون في اكتساب المفاهيم الجغرافية والاحتفاظ بها لدى الطالبات .

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