This study aimed at assist the level of habits of mind (persisting, managing
impulsivity, and striving for accuracy) in social studies to basic fourth grade pupils and to
identifying the relationship with gender and work of mother.
For that, the d
escriptive method was used, and prepared a reliable validate scale to
measure habits of mind in Social studies. The simple random sample consisted of (300)
fourth grade pupils in Lattakia province.
The results showed that the level of habits of mind to basic fourth grade pupils is
good in social studies. In addition, There were no significant differences among Females
and male` scores on scale of habits of mind in social studies in general and in each habit
individually, and There were no significant differences among habits of mind in social
studies due to the work mother in general and in each habit individually too. In addition,
urban pupils` scores on managing impulsivity more than rural pupils’ scores.
So, The research recommended in the light of the results of study to Necessity of use
habits of mind in social studies and other subjects for development of performance, and the
use of program based on habits of mind in teaching.
The research aimed at determining The effectiveness of using
(STS) approach in developing Habits of mind among primary fourth
graders in social studies subject.
The study sought to determine the effectiveness of a training program based on the theory of cognitive flexibility in developing some habits of productive mind and preferred learning methods among female student teachers, by identifying the level of
habits of mind necessary for female student teachers in kindergartens and their preferred learning methods, and determining the procedures of the training program based on the theory of cognitive flexibility. To study its effectiveness in developing some habits of the productive mind and to know the percentage of the contribution of the habits of the productive mind to their preferred learning methods, so the study followed the quasi-experimental approach by designing two equal groups (control and experimental), by preparing a scale of the sixteen habits of the productive mind according to Costa & Kallick’s list. (2009) and a measure of productive mind habits necessary for female kindergarten students, and applying Felder and Silverman’s preferred learning styles scale (Index of learning style, 1999), on a purposive sample consisting of (46) female kindergarten students from the third year because they are in the intermediate learning stage according to the theory. Cognitive flexibility, as the sample represents 20% of the research population, and the results of the study revealed a low level of six habits of the productive mind in the sample: perseverance, control of recklessness, flexibility of thinking, creativity, continuous learning, and striving for accuracy. The sample’s learning preferences also varied between... Methods of processing, perception, input and thinking. The results showed the effectiveness of the training program based on the theory of cognitive flexibility in developing the necessary productive mind habits for kindergarten students. The results also revealed the contribution of productive mind habits to preferences for learning methods, as the habits of the productive mind individually predict preferred learning methods in proportion. It ranges from 31% to 64% in the post-measurement, and the six habits of the productive mind contribute together over time, as they predict preferred learning methods by rates ranging from 18% to 63.8%, with the exception of the processing style, of which the creativity habit predicted 34%. Some Recommendations in light of these results.
