The objective of the current research is to identify the effectiveness of using some strategies based on the theory of cognitive load in developing deep understanding and geographical sense among primary school students. Semi-experimental, the current research found that there are statistically significant differences at the level (0.05) between the mean scores of the students of the experimental and control groups for the deep understanding test as a whole and its sub-dimensions in favor of the experimental group. There are also statistically significant differences at the level of (0.05). There are also statistically significant differences at the level (0.05) between the mean scores of the students of the experimental and control groups for the geographical sense test as a whole and its sub-dimensions in favor of the experimental group. There are also statistically significant differences at the level (0.05) between the mean scores of the experimental group students in the two previous applications. There is a statistically significant correlation at the level (0.05) between the mean scores of the experimental group in the post application of each of the deep understanding test and the geographical sense test.