The impact of teaching chemistry using thinking maps supported by ‎artificial intelligence applications in developing cognitive aspects and ‎the attitudes toward self-learning among female secondary school ‎students

The study aimed to reveal the effect of teaching chemistry using thinking maps supported by artificial intelligence applications in developing the cognitive aspects and the attitudes towards self-learning among second-year secondary school female students.. The study sample included (70) female students in one of the government schools affiliated with the Riyadh Education Department, and they were divided into (35) A female student in the experimental group; They studied with thinking maps supported by artificial intelligence applications, and (35) female students were in the control group. They studied in the usual way, Two tools were used: a test to measure cognitive aspects at levels (remembering, understanding, application, analysis, synthesis, and evaluation), and a measure of the attitudes toward self-learning with its dimensions (initiative and desire to learn, dealing with modern educational technology, self-awareness, interaction, and understanding others). The results showed that there was a statistically significant difference at the level of (0.05) between the average scores of students in the two groups in the post-measurement test measuring cognitive aspects in favor of the experimental group. While there is no statistically significant difference at the level (0.05) between the average scores of students in the two groups in the post-measurement of the attitude towards self-learning scale. One of the most important recommendations of the study is the necessity of including artificial intelligence applications in science teacher preparation curricula, while providing them with training and practical application opportunities that contribute to raising the efficiency and quality of educational outcomes.