scholarly journals مدى تضمین مهارات التفکیر البصری فی مقررات الفقه للمرحلة المتوسطة. The Amount of which the visual Thinking skills are Included in the ‘Fiqh’ Jurisprudence courses in intermediate Schools

2020 ◽  
Vol 39 (3) ◽  
pp. 647-675
Author(s):  
عبدالله بن حامد الحامد
Keyword(s):  
Thinking Skills ◽  
Visual Thinking ◽  
Intermediate Schools

scholarly journals Students’ visual thinking ability in solving the integral problem

2020 ◽  
Vol 5 (2) ◽  
pp. 175-186
Author(s):  
Ummu Sholihah ◽  
Maryono Maryono
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Essential Role ◽  
Thinking Skills ◽  
Specific Information ◽  
Visual Thinking ◽  
Graph Problems ◽  
Learning Mathematics ◽  
Thinking Ability ◽  
Technological Tools

Visual thinking plays an essential role in solving problems and in learning mathematics. Many students do not understand how to graphically or geometrically represent problems and solve algebra problems. Visual thinking is the ability, process, and results of creating, interpreting, using, and imagining images and diagrams on paper or with technological tools, describing and communicating information and ideas, developing ideas, and understanding improvement. This research describes students’ visual thinking ability to solve integral problems. The approach used in this study was descriptive qualitative. The subjects in this study were three students from the Department of Mathematics Education at the State Islamic Institute of Tulungagung. The data were collected by using tests and interviews. The steps to analyze the data were categorization, reduction, exposure, interpretation, and conclusion. Based on the analysis of students’ visual thinking skills in solving integral problems, there were three levels of visual thinking: semi-local visual, local visual, and global visual. At the semi-local visual level, students could only understand algebraically, and they have not shown it graphically at all. Meanwhile, at the local visual level, they have already understood geometry as an alternative language and been able graphically represented problems or concepts, even though it was not perfectly done yet. While on a global visual level, they could perfectly visualize visual thinking indicators, understand algebra and geometry as alternative languages for problem-solving, extract specific information from diagrams, graph problems, and use them to solve problems perfectly.  

scholarly journals Evaluation of the content of mathematics curricula for the intermediate stage in the light of visual thinking skills: تقويم محتوى مناهج الرياضيات للمرحلة المتوسطة في ضوء مهارات التفكير البصري

2016 ◽  
Vol 2 (5) ◽  
Author(s):  
Hassar bin Hassan bin Mohammed Shweihi
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Quantitative Description ◽  
Intermediate Stage ◽  
Thinking Skills ◽  
Visual Thinking ◽  
School Students ◽  
Middle School Math ◽  
Descriptive Approach ◽  
Mathematics Curricula

  This study aimed at identify the evaluation estimates of the content of the book of maths for the intermediate stage in the light of visual thinking skills. The descriptive approach was used through analysis of content based on objective, structured and quantitative description of thinking skills. The study tool is developed by identifying visual thinking skills related to math study and necessary for middle school students.  The results of the study generally indicated that the content of mathematics books for middle school was interested in visual thinking skills in all middle-school grades. In short, middle school math books have made a clear effort, demonstrating the use of a lot of skills clearly and focusing on important skills for middle school students with visual thinking skills.

scholarly journals The Effectiveness of Using Costa and Kallick's Habits of Mind in Developing Achievement and Some Visual Thinking Skills of First Year Preparatory School Pupils

2020 ◽  
Vol 8 (1) ◽  
pp. 248-262
Author(s):  
Aya Ahmed
Keyword(s):  
Thinking Skills ◽  
Measurement Unit ◽  
Habits Of Mind ◽  
Control Group ◽  
First Year ◽  
Visual Thinking ◽  
Preparatory School ◽  
Teaching Geometry ◽  
Prep School ◽  
Experimental Group

This research aims at investigating the effectiveness of using Costa and Kallick's Habits of Mind in developing achievement and some visual thinking skills of first-year preparatory school pupils. To achieve that, the researcher designed the following: a list of Habits of Mind in the light of Costa and Kallick and converting it into educational goals which can be achieved after teaching geometry for the first year prep school pupils; Teacher's guide and pupils worksheets for teaching "geometry and measurement" unit of the first year prep school pupils according to Costa and Kallick's Habits of Mind; an achievement test of "geometry and measurement" unit for the second term of the first year prep school pupils and finally, visual thinking skills test. The current research used quasi-experimental research through applying it to a group of female pupils of the first year prep school. The sample consisted of (100) female pupils of Beni Ahmed prep school (1) in Minia Governorate, Egypt. It was divided into two groups: the experimental and control group. The control group consisted of (50) pupils taught with the traditional method, while the experimental group consisted of (50) pupils taught using Costa and Kallick's Habits of Mind. The results have shown that pupils' grades of the experimental group are higher than other group grades on achievement and some visual thinking skills. The researcher introduced some recommendations such as the necessity to set up professional development programs for training mathematics teachers in order to develop pupils' Habits of Mind, the necessity also to train student teachers of mathematics in the faculty of education to develop Habits of Mind. Moreover, Geometric content in the preparatory stage should be enriched with different educational activities that contribute to developing learners' visual thinking.  

scholarly journals The impact of two different styles of presentation (linear and hierarchical) of the interactive digital tale on the development visual thinking skills  - A field study on kindergarten in Al-Qaryat Governorate \ Saudi Arabia -: أثر اختلاف نمطي العرض (خطي وهرمي) في الاقصوصة الرقمية التفاعلية على تنمية مهارات التفكير البصري - دراسة ميدانية على أطفال الروضة بمحافظة القريات بالمملكة العربية السعودية -

2020 ◽  
Vol 4 (15) ◽  
Author(s):  
Ayat Fawzy Ahmed Ghzaly
Keyword(s):  
Thinking Skills ◽  
Achievement Test ◽  
Kindergarten Children ◽  
Control Group ◽  
Visual Thinking ◽  
Second Stage ◽  
The Impact ◽  
Experimental Group ◽  
Descriptive Method ◽  
Experimental Stage

This study aims at identifying the impact of two different styles of presentations (linear and hierarchical) of the interactive digital tale on the development of the kindergarten children visual thinking skills. To achieve the purpose of the study, a list of visual thinking skills have prepared, achievement test for measuring those skills, and many stories have been designed and produced seeking for the development of visual thinking skills، The sample of the study consists of 75 children from the second stage in the kindergarten has been divided as follows, 25 children of the control group, 25 children of the first experimental group using (linear style), 25 children of the first experimental group using (hierarchical patterns). The descriptive method has been used in the study and analysis stage and the semi-experimental method in the experimental stage، The results of the research indicated that there are statistically significant differences at the level of 0.05 between the average scores of the first and second experimental group (linear and hierarchical presentation pattern in the interactive digital tale) and the control group in the post application of the achievement test of visual thinking skills in favor of the first and second experimental groups, there are no statistically significant differences between the scores of the first experimental group students (linear style) and the second (hierarchical style) in the post application on the achievement test of visual thinking skills، The researcher recommends paying attention to visual thinking in the different educational stages, and to employing and using stories Interactive (the tale) in kindergarten stages in developing visual thinking skills in particular.

scholarly journals In the Balance: The Art of Norman Rockwell and Alex Colville as Discourses on the Constitutions of the United States and Canada

1969 ◽  
pp. 475 ◽  
Author(s):  
David Howes
Keyword(s):  
United States ◽  
Constitutional Law ◽  
The United States ◽  
Thinking Skills ◽  
Visual Thinking ◽  
Cultural Groups ◽  
The World ◽  
Norman Rockwell

The author analyzes the nature of the Canadian and American constitutions through a series of analogies with the art of Alex Colville and Norman Rockwell as representatives of the culture and underlying mindsets of these nations. According to the author, the artists' perceptions of the world have been influenced by their respective nations' constitutions and the paintings of Colville and Rockwell thus express the values inherent in these constitutions. He contrasts the foundation of Canadian confederation, an alliance between two distinct linguistic and cultural groups, with the indivisible unity he ascribes to the American constitutional setting. The author concludes that by seeing the separation of figures in Colville's paintings and their fusion in Rockwell's, the viewer can grasp the essence of the countries the artists represent. The author further encourages constitutional law scholars to broaden their attentions to include legal interpretations of non-legal works, to develop "visual thinking" skills and a visionary attitude and to extend the field of constitutional studies to include a nation's "habits of the heart".

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