{"id":48070,"date":"2023-02-16T14:55:57","date_gmt":"2023-02-16T11:55:57","guid":{"rendered":"https:\/\/ihcoedu.uobaghdad.edu.iq\/?p=48070"},"modified":"2023-06-28T01:18:20","modified_gmt":"2023-06-27T22:18:20","slug":"%d8%a3%d8%b7%d8%b1%d9%88%d8%ad%d8%a9-%d8%af%d9%83%d8%aa%d9%88%d8%b1%d8%a7%d9%87-%d8%aa%d8%a8%d8%ad%d8%ab-%d8%b9%d9%84%d8%a7%d9%82%d8%a9-%d8%a3%d8%b3%d8%a7%d9%84%d9%8a%d8%a8-%d8%a7%d9%84%d8%aa%d8%b9","status":"publish","type":"post","link":"https:\/\/ihcoedu.uobaghdad.edu.iq\/?p=48070","title":{"rendered":"\u0623\u0637\u0631\u0648\u062d\u0629 \u062f\u0643\u062a\u0648\u0631\u0627\u0647 \u062a\u0628\u062d\u062b \u0639\u0644\u0627\u0642\u0629 \u0623\u0633\u0627\u0644\u064a\u0628 \u0627\u0644\u062a\u0639\u0644\u0645 \u0648\u0641\u0642 \u0646\u0645\u0648\u0630\u062c (VARK) \u0648 \u0627\u0644\u062f\u0627\u0641\u0639\u064a\u0629 \u0627\u0644\u0645\u0639\u0631\u0641\u064a\u0629 \u0628\u0627\u0644\u062a\u0641\u0643\u064a\u0631 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\u0641\u0627\u0639\u0644\u064a\u0629 \u0623\u0633\u0627\u0644\u064a\u0628 \u0627\u0644\u062a\u0639\u0644\u0645 \u0648\u0639\u0644\u0627\u0642\u062a\u0647\u0627 \u0628\u0627\u0644\u0645\u062a\u063a\u064a\u0631\u0627\u062a (\u0627\u0644\u0645\u064a\u0644 \u0648\u0627\u0644\u0627\u062a\u062c\u0627\u0647 \u0646\u062d\u0648 \u0627\u0644\u0645\u0627\u062f\u0629 \u0627\u0644\u062f\u0631\u0627\u0633\u064a\u0629\u060c \u0627\u0644\u062f\u0627\u0641\u0639\u064a\u0629 \u0644\u0644\u062a\u0639\u0644\u0645).<\/h4>\n<h4>7- \u0639\u0645\u0644 \u0628\u0631\u0627\u0645\u062c \u0644\u062a\u0646\u0645\u064a\u0629 (\u0627\u0644\u062f\u0627\u0641\u0639\u064a\u0629 \u0627\u0644\u0645\u0639\u0631\u0641\u064a\u0629 \u0648\u0627\u0644\u062a\u0641\u0643\u064a\u0631 \u0627\u0644\u0645\u0646\u062a\u062c) \u0639\u0646\u062f \u0627\u0644\u0637\u0644\u0628\u0629 \u0641\u064a \u0645\u062e\u062a\u0644\u0641 \u0627\u0644\u0645\u0631\u0627\u062d\u0644 \u0627\u0644\u062f\u0631\u0627\u0633\u064a\u0629.<\/h4>\n<h4>8- \u0627\u0644\u0639\u0645\u0644 \u0639\u0644\u0649 \u0627\u062c\u0631\u0627\u0621 \u062f\u0631\u0627\u0633\u0627\u062a \u0645\u0633\u062a\u0642\u0628\u0644\u064a\u0629 \u062a\u0633\u062a\u0642\u0635\u064a \u0627\u0644\u0639\u0648\u0627\u0645\u0644 \u0627\u0644\u062a\u064a \u062a\u0624\u062b\u0631 \u0639\u0644\u0649 (\u0627\u0644\u062a\u0641\u0643\u064a\u0631 \u0627\u0644\u0645\u0646\u062a\u062c\u060c \u0627\u0644\u062f\u0627\u0641\u0639\u064a\u0629 \u0627\u0644\u0645\u0639\u0631\u0641\u064a\u0629)<\/h4>\n<h4>9-\u0625\u062c\u0631\u0627\u0621 \u062f\u0631\u0627\u0633\u0627\u062a \u0645\u0642\u0627\u0631\u0646\u0629 \u0644\u0644\u0643\u0634\u0641 \u0639\u0646 \u0645\u062f\u0649 \u062a\u0623\u062b\u064a\u0631 \u0627\u0644\u0646\u0645\u0627\u0630\u062c \u0648\u0627\u0644\u0623\u0633\u0627\u0644\u064a\u0628 \u0648\u0627\u0644\u0627\u0633\u062a\u0631\u0627\u062a\u064a\u062c\u064a\u0627\u062a \u0627\u0644\u0645\u062a\u0646\u0648\u0639\u0629 \u0641\u064a \u062a\u0646\u0645\u064a\u0629 \u0645\u0647\u0627\u0631\u0627\u062a \u0627\u0644\u062a\u0641\u0643\u064a\u0631 \u0627\u0644\u0645\u0646\u062a\u062c \u0644\u062f\u0649 \u0627\u0644\u0637\u0627\u0644\u0628-\u0627\u0644\u0645\u062f\u0631\u0633.<\/h4>\n<h4>10- \u0625\u062c\u0631\u0627\u0621 \u062f\u0631\u0627\u0633\u0629 \u0639\u0646 \u062f\u0648\u0631 \u0627\u0644\u0645\u062e\u062a\u0628\u0631 \u0641\u064a \u0642\u0633\u0645 \u0627\u0644\u0643\u064a\u0645\u064a\u0627\u0621 \u0641\u064a \u062a\u0646\u0645\u064a\u0629 \u0627\u0644\u062a\u0641\u0643\u064a\u0631 (\u0627\u0644\u0625\u0628\u062f\u0627\u0639\u064a\u060c \u0627\u0644\u0646\u0627\u0642\u062f\u060c \u0627\u0644\u0645\u0646\u0638\u0648\u0645\u064a).<\/h4>\n<hr \/>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">Learning styles according to the VARK model and cognitive motivation and its relationship to student-teacher productive thinking in the College of Education for Pure Sciences \/ Department of Chemistry<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">By Farah Hani Khalil<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">Supervised by Asst.prof.Dr.Suhad A.Abood and prof.Dr.Ihsan A.Nasir<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">The aim of research<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; Learning methods according to the VARK model of the student-teacher in the College of Education for Pure Sciences &#8211; Ibn Al-Haytham \/ Department of Chemistry<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; The significance of the statistical differences in learning methods according to the VARK model of the student-teacher in the College of Education for Pure Sciences &#8211; Ibn Al-Haytham according to gender<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; Cognitive motivation of the student-teacher in the College of Education for Pure Sciences &#8211; Ibn Al-Haytham\/ Department of Chemistry<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; The significance of the statistical differences in the cognitive motivation of the student-teacher in the College of Education for Pure Sciences &#8211; Ibn Al-Haytham \/ Department of Chemistry according to gender<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; Productive thinking of the student-teacher in the College of Education for Pure Sciences &#8211; Ibn Al-Haytham\/ Department of Chemistry<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; The significance of the statistical differences in the productive thinking of the student-teacher in the College of Education for Pure Sciences &#8211; Ibn Al-Haytham \/ Department of Chemistry according to gender<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; The strength and direction of the relationship between learning styles according to the VARK model and productive thinking and according to the gender variable<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; The strength and direction of the relationship between cognitive motivation and productive thinking, according to the gender variable.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; The strength and direction of the relationship between learning styles according to the VARK model and cognitive motivation and according to the gender variable.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; Correlation relationship between the combined research variables (learning styles according to the VARK model, cognitive motivation and productive thinking) and the extent of the contribution of the independent variables (learning styles according to the VARK model)<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">VARK and cognitive motivation) to predict the dependent variable (productive thinking)<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">Abstract<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">\u00a0\u00a0 The current research aims to identify learning methods according to the VARK model and cognitive motivation and its relationship to student-teacher productive thinking in the College of Education for Pure Science \/ Department of Chemistry, as well as to identify<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; Learning methods according to the VARK model of the student-teacher in the College of Education for Pure Sciences &#8211; Ibn Al-Haytham \/ Department of Chemistry<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; The significance of the statistical differences in learning methods according to the VARK model of the student-teacher in the College of Education for Pure Sciences &#8211; Ibn Al-Haytham according to gender<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; Cognitive motivation of the student-teacher in the College of Education for Pure Sciences &#8211; Ibn Al-Haytham\/ Department of Chemistry.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; The significance of the statistical differences in the cognitive motivation of the student-teacher in the College of Education for Pure Sciences &#8211; Ibn Al-Haytham \/ Department of Chemistry according to gender.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; Productive thinking of the student-teacher in the College of Education for Pure Sciences &#8211; Ibn Al-Haytham\/ Department of Chemistry.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; The significance of the statistical differences in the productive thinking of the student-teacher in the College of Education for Pure Sciences &#8211; Ibn Al-Haytham \/ Department of Chemistry according to gender.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; The strength and direction of the relationship between learning styles according to the VARK model and productive thinking and according to the gender variable.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; The strength and direction of the relationship between cognitive motivation and productive thinking, according to the gender variable<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; The strength and direction of the relationship between learning styles according to the VARK model and cognitive motivation and according to the gender variable<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; Correlational relationship between the combined research variables (learning styles according to the VARK model, cognitive motivation and productive thinking) and the extent of the contribution of the independent variables (learning styles according to the VARK model)<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">VARK and cognitive motivation) to predict the dependent variable (productive thinking)<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">The researcher relied on the correlative descriptive approach, and the research sample consisted of (200) male and female students &#8211; teachers in the College of Education for Science &#8211; Al-Sarfa Ibn Al-Haytham \/ University of Baghdad, Chemistry Department (the fourth stage) of the school year 2021-2022 morning and evening studies. 318) male and female students, who were chosen in a simple random way, and the researcher prepared three tools for research, which were represented by the learning methods scale according to the VARK model consisting of (30) items, the cognitive motivation scale consisting of (40) items, and the productive thinking test consisting of (21). Paragraph, and the psychometric properties of discriminatory strength, honesty and stability have been verified.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">\u00a0\u00a0 The researcher used statistical methods to analyze the data using the Statistical Package for Social Sciences (SPSS), and the statistical results showed<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; The visual method is the preferred method for students, then comes the kinesthetic method, and then the auditory method. As for the least method among the members of the current research sample, it was the method of reading and writing.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; There are no significant differences between males and females in all learning styles according to the VARK model.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; High cognitive motivation among the current research sample.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; There are significant differences between the mean scores of both males and females, in favor of females in cognitive motivation.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; Low productive thinking among the current research sample.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; There are no significant differences between males and females in the productive thinking test.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; There is a contribution to the method (visual, linguistic learning) in productive thinking, while there is no contribution to the learning method (audio, kinesthetic) in productive thinking.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; There is a contribution (cognitive motivation) to productive thinking.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">\u00a0\u00a0\u00a0 In light of the research results, the researcher presented a number of recommendations and suggestions, as follows:<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">\u00a0Recommendations:<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">In light of the results that were reached in this study with regard to learning methods according to the Farc model, cognitive motivation and productive thinking, the researcher recommends the following:<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; Using modern educational methods in education.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; Emphasizing the importance of diversifying learning methods, activities and the way information is presented<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; Organizing preparation courses (for the student-teacher) before being appointed for the purpose of providing modern methods.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; Work on the diversity of learning resources provided to the student-teacher in a manner commensurate with the diversity of his preferred learning methods.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; The necessity of paying attention to helping students to identify their preferred learning methods.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; The necessity of introducing teachers to the importance of modern methods in teaching chemistry and to move away from the usual methods of memorizing and remembering that make the material rigid and unpleasant for the same student.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; Training the educational staff at the university on learning methods and the mechanisms of employing them in the meetings of the virtual and electronic lessons.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; Emphasis on the authors of the educational curricula in the various educational stages (primary, intermediate, preparatory, university) to pay attention to the educational activities of the student using their perceptual senses.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; Utilizing the cognitive motivation scale to reveal what the (student-teacher) possesses of a knowledge culture.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; Working to increase the cognitive motivation of the student-teacher by encouraging them to visit the college and public libraries.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; Reviewing the educational curricula and making it more attractive and interesting for the purpose of arousing the cognitive motivation of students.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; Benefiting from the results obtained in the special programs for preparing teachers.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; Holding seminars, programs and conferences to identify the types of thinking.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; Setting training programs for the student-teacher in the (scientific) departments for the purpose of developing and developing their performance level in thinking (critical and creative) before joining the job in educational institutions.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; The need to work on preparing various tests to measure the (critical and creative) thinking of the student-teacher in the scientific departments in general and the chemistry department in particular.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">* Suggestions:<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">In continuation of the study that was reached, the researcher suggests the following:<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">1- Doing a similar study on other academic levels.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; Do a similar study on subjects other than chemistry.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; Studying the effect of various factors on students&#8217; preferred learning styles.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; Building a program to develop productive thinking and cognitive motivation for students.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; Studying the effect of teacher training on productive thinking and its relationship to students&#8217; achievement.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; The necessity of conducting studies similar to the current study to identify the effectiveness of learning methods and their relationship to variables (inclination and tendency towards the subject matter, motivation to learn).<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; Creating programs to develop (cognitive motivation and productive thinking) among students at different academic levels.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; Working on conducting future studies that investigate the factors that affect (productive thinking, cognitive motivation).<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">9- Conducting comparative studies to reveal the impact of various models, methods and strategies in developing student-teacher productive thinking skills.<\/span><\/h3>\n<h3 style=\"text-align: left;\"><span style=\"color: #993366;\">&#8211; Conducting a study on the role of the laboratory in the Department of Chemistry in developing thinking (creative, critical, systemic).<\/span><\/h3>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u0646\u0627\u0642\u0634 \u0642\u0633\u0645 \u0627\u0644\u0643\u064a\u0645\u064a\u0627\u0621 \u0641\u064a \u0643\u0644\u064a\u0629 \u0627\u0644\u062a\u0631\u0628\u064a\u0629 \u0644\u0644\u0639\u0644\u0648\u0645 \u0627\u0644\u0635\u0631\u0641\u0629 &#8211; \u0627\u0628\u0646 \u0627\u0644\u0647\u064a\u062b\u0645 \u0623\u0637\u0631\u0648\u062d\u0629 \u0627\u0644\u062f\u0643\u062a\u0648\u0631\u0627\u0647 \u0627\u0644\u0645\u0648\u0633\u0648\u0645\u0629 &#8221; \u0623\u0633\u0627\u0644\u064a\u0628 \u0627\u0644\u062a\u0639\u0644\u0645 \u0648\u0641\u0642 \u0646\u0645\u0648\u0630\u062c VARK&#8230;.<a class=\"cz_readmore\" href=\"https:\/\/ihcoedu.uobaghdad.edu.iq\/?p=48070\"><i class=\"fa fa-angle-left\" aria-hidden=\"true\"><\/i><span>\u0627\u0644\u0645\u0632\u064a\u062f<\/span><\/a><\/p>\n","protected":false},"author":25,"featured_media":48074,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"gallery","meta":{"_lmt_disableupdate":"no","_lmt_disable":"","footnotes":""},"categories":[7,59,68,99,79,16],"tags":[],"class_list":["post-48070","post","type-post","status-publish","format-gallery","has-post-thumbnail","hentry","category-7","category-59","category-68","category-99","category-chem-dept","category-16","post_format-post-format-gallery"],"modified_by":"ihcoedu","_links":{"self":[{"href":"https:\/\/ihcoedu.uobaghdad.edu.iq\/index.php?rest_route=\/wp\/v2\/posts\/48070","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ihcoedu.uobaghdad.edu.iq\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ihcoedu.uobaghdad.edu.iq\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ihcoedu.uobaghdad.edu.iq\/index.php?rest_route=\/wp\/v2\/users\/25"}],"replies":[{"embeddable":true,"href":"https:\/\/ihcoedu.uobaghdad.edu.iq\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=48070"}],"version-history":[{"count":0,"href":"https:\/\/ihcoedu.uobaghdad.edu.iq\/index.php?rest_route=\/wp\/v2\/posts\/48070\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/ihcoedu.uobaghdad.edu.iq\/index.php?rest_route=\/wp\/v2\/media\/48074"}],"wp:attachment":[{"href":"https:\/\/ihcoedu.uobaghdad.edu.iq\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=48070"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ihcoedu.uobaghdad.edu.iq\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=48070"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ihcoedu.uobaghdad.edu.iq\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=48070"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}