فاعـليـة برنامـج تدريبـي لتنمية مهارات التفكير المرتبطة بالاستدلال الاستقرائي: دراسـة شـبه تجـريبية على عينـة من تلاميذ الحلقة الثانية من التعليم الأساسي في مدارس محافظـة دمشـق

الموضوعات

علم نفس

روابط وملفات

التعريف والنوع

رقم الوثيقة

0621a464-82e5-417a-90de-182a4d377d1f

رقم العقد

0

نوع الوسائط

Crawler

نوع المحتوى

الرسائل العلمية

صيغة المصدر

رسائل ماجيستير

نوع الملف

pdf text

أسماء الملفات

1961136_1.pdf

بيانات النشر

ترجمة العنوان

The Effectiveness Of The Training Program For the De-velopment Of Some Of The Thinking Skills Related To In-ductive Reasoning: on a sample of students of The second stage of basic education in the schools of the province of Damascus, and what is the ef-fect of their training in their performance on tests of reasoning and thinking skills tests?

ألقاب المؤلفين

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اللغة

Arabic

المصدر والدورية

اسم المصدر

فاعـليـة برنامـج تدريبـي لتنمية مهارات التفكير المرتبطة بالاستدلال الاستقرائي: دراسـة شـبه تجـريبية على عينـة من تلاميذ الحلقة الثانية من التعليم الأساسي في مدارس محافظـة دمشـق

المحتوى والصفحات

عدد الصفحات

388

ترجمة الملخص

The Search consists of two parts: The first involves the theoretical study, The sec-ond includes field study .The first involves the theoretical study It consists of the following chapters :The first chapter: Contains of research problem, the importance of research, and goals and hypotheses, and methods, and tools, and terminology, and borders. The research problem Identify the factors and causes that could be lurking behind the general weakness of the students in our schools. Whether in order thinking skills in reasoning skills This means that teaching reasoning skills to children and practice its can lead to success in the use of the skills of reasoning in his daily life in general and in the classroom in particular. Based on this the need for this research emerged with the aim to identify the reasoning skills that make up this system , then these skills are included in the training program, followed by a test of the effectiveness of this program and its impact on the students to use these skills. The research identified a problem in the light of what has been viewed from the studies and research literature on the following ques-tion: The effectiveness of the training program for the development of some of the thinking skills related to inductive reasoning on a sample of students of The second stage of basic education in the schools of the province of Damascus, and what is the effect of their training in their performance on tests of reasoning and thinking skills tests? research importance: The importance of research starts from the following points:1- The importance of reasoning in general, which in turn is reflected on the mental performance of the human person is the way to use the principles of logic properly, to become his thinking to solve problems and make the right decision2- The role played by reasoning in the matter of reality analytical look thus help to separate cause and effect3- Increased interest in thinking skills, particularly related to inductive Reason-ing in order to work on the output intelligence inherited into the ground.4- Lack of Arab studies on inductive reasoning (According to the researcher know), especially in the Syrian environment Which has worked to teaching the skills of inductive reasoning in a training program.5- Originality of research, which provides an attempt to design a training pro-gram for the development of a range of thinking skills related to inductive Reasoning. - Help Educational Specialists To show the importance of reasoning in problem solv-ing, analysis and distinguish between cause and effect, and understand the position, Access to the logical Reasoning are correct.7- Expected to benefit from this research, teachers and educational supervi-sors psychologists and counselors of suggested program. research goals This research aims to achieve the following goals: Work on the development of thinking skills related to inductive Reasoning that lead to improved performance on reasoning and thinking skills tests.Design a training program to teach a group of thinking skills related to inductive Reasoning. Checking the effective of the program used in the development of a group of thinking skills related to the Inductive Reasoning research sample. Reaching to a number of proposals and recommendations in the light of the results of this research .Hypotheses Research based on main hypothesis :teaching a group of thinking skills related to inductive Reasoning And training leads to improved performance on the verbal reasoning and non-verbal reasoning and thinking skills tests .The following hypotheses are subdivided from the main one:1- There are not significant differences between the average scores on a scale pre and average scores on the post performance of control group for reason-ing tests (verbal non-verbal).2- There are not significant differences between the average scores on a scale pre and average scores on the post performance of control group for think-ing skills tests (verbal-formal-Numerical). There are not significant differences between the average scores on a scale pre and average scores on the post performance of Experimental group for reasoning tests (verbal non-verbal).4- There are not significant differences between the average scores on a scale pre and average scores on the post performance of Experimental group for thinking skills tests (verbal-formal-Numerical).5- There are not significant differences between the average scores on a scale pre and average scores on the post performance of control group for reason-ing tests (verbal non-verbal) attributed to Gender a variable.6- There are not significant differences between the average scores on a scale pre and average scores on the post performance of control group for think-ing skills tests (verbal-formal-Numerical) attributed to Gender a variable.7- There are not significant differences between the average scores on a scale pre and average scores on the post performance of Experimental group for reasoning tests (verbal non-verbal) attributed to Gender a variable.8- There are not significant differences between the average scores on a scale pre and average scores on the post performance of Experimental group for thinking skills tests (verbal-formal-Numerical) attributed to Gender a vari-able.9- There are no significant differences between the pre and post performance in the experimental and control groups for reasoning tests (verbal non-ver-bal).10- There are no significant differences between the pre and post performance in the experimental and control groups for thinking skills tests (verbal-for-mal-Numerical).research method Research depends on semi-experimental method which is based on changing one or more of the relevant factors, the subject of study in order to determine the impact of this change, And to adjust all the variables That affect the study except for the variable that conducted the study in order to see its effect, There are two variables independent variable And the dependent variable, Using two identical experiment, Exposed One of them The impact of the independent variable is the experimental fact, The second group are not Exposed t to the impact of this variable. The second Chapter: deals with the subject of thinking skills and applications. The third Chapter: examines the subject of thinking and reasoning .The fourth Chapter: Looking at the subject of inductive reasoning. The Fifth Chapter: was the presentation of studies of local, Arab and foreign on the subject of study and research, and the status of the current study of previous studies The research tools:1- Verbal reasoning test (V6):[Rs PT]Reasoning Progress Test Verbal 6 was developed in 2002 by both: Denis Vincent & Mary Crumpler “2- Non-verbal reasoning test (NV6): [RsTP]Reasoning Progress Test Non Verbal 6 was developed in 2002 by both: De-nis Vincent & Mary Crumpler “3- Thinking skills Tests related to inductive Reasoning: [ARTIST] (author of the researcher)4- Program Klauer 2008 [CTC]: “Cognitive Training For Children A Develop-mental program Of Inductive Reasoning and Problem Solving”5- Thinking skills program related to inductive inference [RTSP] : (author of the researcher).The research sample: An original community of the study, which the students of the basic sixth grade in the academic year 2015/2016, and then choose the sample, which amounted to 66 pupils, it was them (32) were males and 34 females from two different schools to conduct the study Zain School Arabs experimental sample, which amounted to 35 pupils whom were 15 males and 20 females, the school bigeye control of the sample, which amounted to (31) male and female pupils was of them (17) males and (14 ) than females, in an area of Baghdad Street Damascus province).The Seventh Chapter: includes analysis of the results process, and the presenta-tion of the hypotheses primary and secondary (in the pretest and posttest), and it is correct or not correct and up to the number of results. The Eighth Chapter: The research involved and interpret the results, where he began to outline the results that have been reached after analyzing the results and discuss Hypotheses, and then interpret the results, and a set of proposals and rec-ommendations .research results: Results that have been reached in this research are:1- Teaching thinking skills related to inductive Reasoning, and training led to improved performance on tests of reasoning and thinking skills tests.2- There are not significant differences between the average scores on a scale pre and average scores on the post performance of control group for reason-ing tests (verbal non-verbal).3- There are not significant differences between the average scores on a scale pre and average scores on the post performance of control group for think-ing skills tests (verbal-formal-Numerical).4- There are significant differences between the average scores on a scale pre and average scores on the post performance of Experimental group for rea-soning tests (verbal non-verbal) for the post test .5- There are significant differences between the average scores on a scale pre and average scores on the post performance of Experimental group for thinking skills tests (verbal-formal-Numerical) for the post test.6- There are not significant differences between the average scores on a scale pre and average scores on the post performance of control group for reason-ing tests (verbal non-verbal) attributed to Gender a variable. There are not significant differences between the average scores on a scale pre and average scores on the post performance of control group for think-ing skills tests (verbal-formal-Numerical) attributed to Gender a variable.8- There are not significant differences between the average scores on a scale pre and average scores on the post performance of Experimental group for reasoning tests (verbal non-verbal) attributed to Gender a variable (for males).9- There are not significant differences between the average scores on a scale pre and average scores on the post performance of Experimental group for thinking skills tests (verbal “for females”-formal “for males” –Numerical “for males”) 10- There are no significant differences between the pre and post performance in the experimental and control groups for reasoning tests (verbal non-ver-bal) for Experimental group .11- There are no significant differences between the pre and post performance in the experimental and control groups for thinking skills tests (verbal-for-mal-Numerical) for Experimental group.

إشراف وإعداد

الإشراف

غـســان المنـصـور

الإعداد

ســهيـر مـاجــد الحـكيــم الهنــدي

الاقتباسات الببليوغرافية