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Common Styles of thinking among class room teacher students and its relationship with some variable "A field study of students of classroom teacher"

أساليب التّفكير السّائدة لدى الطلبة و علاقتها بعدد من المتغيّرات "دراسة ميدانية لدى طلبة معلّم الصّف في كلية التربية بجامعة تشرين"

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 Publication date 2018
  fields Education
and research's language is العربية
 Created by Shamra Editor




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This study aimed at investigating the styles of thinking of class room teacher students in the College of Education at Tishreen University, and to know the impact of the variables of ( gender, school year and the type of secondary school certificate) on styles of thinking of those students, and to achieve the aims of the study a Questionnaire was designed included some items , then the researcher assured its validity and reliability and its suitability to the purposes of this study , the researcher distributed it on a stratified random sample consisted of ( 287 ) students. The descriptive approach has been used.


Artificial intelligence review:
Research summary
البحث الذي أجرته د. روعة عارف جناد يهدف إلى دراسة أساليب التفكير السائدة بين طلبة شعبة معلم الصف في كلية التربية بجامعة تشرين، بالإضافة إلى تأثير متغيرات مثل الجنس، السنة الدراسية، ونوع الشهادة الثانوية على هذه الأساليب. لتحقيق هذا الهدف، تم تصميم استبانة خاصة وتوزيعها على عينة طبقية عشوائية مكونة من 287 طالبًا وطالبة. استخدم الباحث المنهج الوصفي في الدراسة. أظهرت النتائج أن أسلوب التفكير الهرمي هو الأكثر شيوعًا بين أفراد العينة، وأنهم عالميون، متحررون، وخارجيون في تفكيرهم. لم تظهر الدراسة فروقًا ذات دلالة إحصائية في أساليب التفكير تبعًا لمتغير الجنس، باستثناء أسلوبي التفكير الأقلي والفوضوي لصالح الذكور. كما لم تظهر فروقًا تبعًا لمتغيري السنة الدراسية ونوع الشهادة الثانوية، باستثناء الأسلوب الملكي لصالح طلبة السنة الرابعة وطلبة الشهادة الثانوية العلمية. اقترحت الدراسة تضمين أساليب التفكير في المناهج الدراسية وتنوع طرائق التدريس وأساليب التقييم بما يتلاءم مع أساليب تفكير الطلبة.
Critical review
دراسة نقدية: الدراسة تقدم إسهامًا مهمًا في فهم أساليب التفكير بين طلبة معلم الصف، ولكن هناك بعض النقاط التي يمكن تحسينها. أولاً، العينة المكونة من 287 طالبًا وطالبة قد لا تكون كافية لتعزيز النتائج وتعميمها على جميع طلبة كلية التربية. ثانياً، كان من الممكن أن تكون الدراسة أكثر شمولية إذا تضمنت متغيرات إضافية مثل الخلفية الاجتماعية والاقتصادية للطلبة. ثالثاً، الاعتماد على استبانة فقط قد لا يكون كافيًا لتقييم أساليب التفكير بشكل دقيق، وكان من الممكن استخدام أدوات تقييم متعددة للحصول على نتائج أكثر دقة. وأخيرًا، كان من المفيد تضمين توصيات أكثر تفصيلًا حول كيفية تطبيق النتائج في المناهج الدراسية وطرائق التدريس.
Questions related to the research
  1. ما هو الهدف الرئيسي من الدراسة؟

    الهدف الرئيسي من الدراسة هو التعرف على أساليب التفكير السائدة بين طلبة شعبة معلم الصف في كلية التربية بجامعة تشرين، وتأثير متغيرات مثل الجنس، السنة الدراسية، ونوع الشهادة الثانوية على هذه الأساليب.

  2. ما هي الأساليب الأكثر شيوعًا بين الطلبة وفقًا للدراسة؟

    أظهرت الدراسة أن أسلوب التفكير الهرمي هو الأكثر شيوعًا بين الطلبة، وأنهم عالميون، متحررون، وخارجيون في تفكيرهم.

  3. هل أظهرت الدراسة فروقًا في أساليب التفكير تبعًا لمتغير الجنس؟

    لم تظهر الدراسة فروقًا ذات دلالة إحصائية في أساليب التفكير تبعًا لمتغير الجنس، باستثناء أسلوبي التفكير الأقلي والفوضوي لصالح الذكور.

  4. ما هي التوصيات التي قدمتها الدراسة؟

    قدمت الدراسة توصيات بتضمين أساليب التفكير في المناهج الدراسية، وتنوع طرائق التدريس وأساليب التقييم بما يتلاءم مع أساليب تفكير الطلبة.


References used
Bernardo, B. I., Zhang, L. F., &Callueng, C. M. (2002). Thinking styles and academic achievement among Filipino students. The Journal of Genetic Psychology, Vol.(163). p.p (149-163)
Chen, C.H. (2001). Preferred Learning Styles and Predominant thinking styles in accounting classes(China).Available at :www. http://.lib.umi.com/dissertations, Retrained on:6/8/2017
Grigorenko, E. & Sternberg, R.(1995). Styles of thinking in the school. European Journal for High Ability, England & Wales No.3099067-5 Howick Place London, Vol (6). P.P (201-219)
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