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التفكير الناقد وعلاقته بالاسلوب المعرفي (التامل - الاندفاع) لدى طلبة المرحلة الاعدادية == The Critical Thinking And Its Relationship With Cognitive Style (REFLective - Impulsive) Of The Students In The Preparatory Stage
Author name:
شيرين خضر ظاهر الحيدري
Supervisor name:
اسامة حامد محمد
General topic:
Psychology
Specific topic:
Educational Psychology
Degree:
Master
University:
University of Al Mosul - Faculty Of Education - Department Of Educational And Psychological Sciences
Language:
Arabic
University location:
Mosul
First pages:
04T1717 - p.pdf
Abstract:
انطلاقا من شعور الباحثة بمشكلة قصور الادبيات السابقة في العلاقة بين التفكير الناقد والاسلوب المعرفي (التامل - الاندفاع). وجدت اهمية تناول الموضوع لاثره الفاعل في العملية التعليمية، من اجل خلق متعلمين قادرين على التفكير باسلوب معرفي متامل وبعيدين عن الاند | Depending on the researcher's feeling towards the problem of the lack in the previous studies about the relationship between the Critical Thinking and the Cognitive Style (Reflective - Impulsive). The researcher has found that it is important to deal with the up mentioned issue for its active role on education process in order to get well - learners who will be able to practice the Critical Thinking with Cognitive - Reflective Style, getting away from impulsivity and hurry. The aims of this research are to know of the following : - 1. The level of Critical Thinking of students in the preparatory stage. 2. The level of Cognitive Style (Reflective - Impulsive) of the students. 3. The significance of differences in Critical Thinking Test according to the two variables (specialization and gender). 4. The significance of the differences in Cognitive Style (Reflective - Impulsive) Test according to the two variables (specialization and gender). 5. The relationship between the Critical Thinking and Cognitive Style (Reflective - Impulsive) Tests of the students in the preparatory stage. 6. The relationship between the Critical Thinking and Cognitive Style (Reflective - Impulsive) Tests according to two variables (specialization and gender). In order to achieve these aims, this research has been applied on a randomly collected sample of (1000) male and female students, from the fifth grade from the both sides (the left and right) of Mosul city in (2005 - 2006). In addition to using Critical Thinking Test, prepared by (Al - Abayachee, 2002), Cognitive Style (Reflective - Impulsive) Test, prepared by (Al - Ayaash, 2003), has been used. The researcher has achieved the objectivity of the test through out finding the two factors (Validity and Reliability). It has been depended on face - validity method through out offering it on a committee of experts of educational and psychological sciences. Whereas reliability has been achieved by the re - testing method. The following statistic means have been used to make sure of the findings, such as : (T - test, Z - test, percentage and person correlation coefficient). Then, the findings have become as following : - 1. Students of the preparatory stage have a high middle - level of Critical Thinking. 2. Students of the preparatory stage have a good - level of Cognitive Style (Reflective - Impulsive). 3. There are no differences between specialization and gender concerning Critical Thinking Test. 4. There is no difference between specialization and gender concerning Cognitive - Style (Reflective - Impulsive).5. There is a positive correlation relationship between Critical Thinking Test and Cognitive Style (Reflective - Impulsive) Test. 6. There is no correlation relationship between Critical Thinking and Cognitive Style (Reflective - Impulsive) Tests according to specialization and gender factors. Under the light of these findings the researcher has reached to several recommendations and suggestions, the most important of which are the following : - 1. To have various scientific and educational competitions to enrich the Critical Thinking and the Cognitive Style (Reflective). 2. Employing the Critical Thinking in the syllabus through out preparing the students to researching projects which take in consideration solving some problems concerned with their relationships with the specializations. 3. Making a study connecting between the Critical Thinking and the personality variables, specially with growing styles and the child bringing up as well as with the sorts of the Cognitive Styles. 4. Making a study concerned with the Critical Thinking and the Cognitive Style (Reflective - Impulsive) in consideration to other variable factors such as location (city - countryside
Summary:
04T1717 - A.pdf
References:
04T1717 - R.pdf
