The Effect of Using Visual Thinking Strategy and Thinking Maps on Developing Metacognitive Thinking among First-Year Intermediate Female Students in Biology

Aims: The research aimed to identify the effect of using visual thinking strategies and mind maps on developing metacognitive thinking skills among first-year intermediate female students in biology. Methodology: A partially controlled experimental design (two experimental groups and one control group) with pre- and post-tests for metacognitive thinking skills was selected. Three out of five sections were randomly chosen to represent the research sample, which consisted of (114) female students, equally distributed among the three groups, with (38) students in each group. The three groups were matched in terms of variables (intelligence, prior achievement in biology, prior knowledge in biology, and metacognitive thinking skills). The researcher developed a research instrument, namely the Metacognitive Thinking Skills Scale. The final version of the scale comprised (30) items distributed across three domains: planning (10 items), monitoring and regulation (12 items), and evaluation (8 items). Results: After statistically analyzing the data, the results showed that: A) Students in the first experimental group outperformed those in the control group on the Metacognitive Thinking Skills Scale. B) Students in the second experimental group outperformed those in the control group on the Metacognitive Thinking Skills Scale. C) There was no statistically significant difference between the first and second experimental groups on the Metacognitive Thinking Skills Scale. Conclusions: Based on these results, it can be concluded that both visual thinking strategies and mind maps help female students assume responsibility and enhance self-confidence in organizing the cognitive structure of biology for meaningful learning. Both strategies had a positive impact on developing metacognitive thinking skills among first-year intermediate female students. Constructing mind maps for biology made students more eager and engaged during the lesson and also helped them organize and retain information. In light of the findings, the researcher offered several recommendations, including adopting both visual thinking strategies and mind maps in teaching biology. She also suggested conducting further research and studies to examine the effect of these strategies on other variables not addressed in this study, such as the acquisition of biological concepts and academic achievement.