التفاعل بين تدريس الفيزياء المستند إلى نظرية الذكاء الناجح و أنماط نظام الإنيجرام Enneagram و تأثيره في تنمية مهارات التفكير المنتج و حل المسائل الفيزيائية و خفض العبء المعرفي المصاحب لها لدى طلاب المرحلة الثانوية

الملخص EN

The research aims to investigate the effect of the interaction between teaching physics based on the theory of successful intelligence and types of the Enneagram system and its effect on developing productive thinking skills, physics problems solving and reducing the associated cognitive load for secondary stage students.

To achieve the goal of the research, the RHETI scale was codified to classify students according to the types of the Enneagram system (Thinking Center).

Research instruments consisted of the test of productive thinking skills and the test of physics problems solving skills were prepared, and the NASA-TLX of cognitive load was standardized.

The experimental treatment materials were prepared, which were a teaching program and teacher guide based on the theory of successful intelligence for learning the contents of the two units "Circular Motion - Work and Energy" in the physics course for the first year in the secondary stage.

The research was relied on the quasi-experimental design based on the factorial design (2 x 3), where a sample of first-year secondary students in Kafr El-Sheikh Governorate schools (86 students) was divided into (6) groups at the rate of two main groups according to the teaching treatment (the teaching program based on the theory of successful intelligence - the traditional method) and three subgroups within one group according to the types of the Enneagram system (Investigator - Loyalist- Enthusiast).

The research procedures also depended on applying the pre-administration of the instruments to the students of the six groups, providing the teaching treatment, then the post- administration of the instruments.

After marking students' scores and statistically analyzing them, the results of the research revealed that there are statistically significant differences at the level of significance (a ≤ 0.05) between the average scores of the students in the research sample in the post-administration of (The test of productive thinking skills and the test of physics problems solving skills and the NASA-TLX of cognitive load) due to the different teaching treatment (the teaching program based on the theory of successful intelligence - the traditional method) and the different the types of the Enneagram system (Investigator- Loyalist- Enthusiast).

A statistically significant effect was found at the significance level (a ≤ 0.05) of the interaction between teaching treatments (the teaching program based on the theory of successful intelligence - the traditional method) and the types of the Enneagram system (Investigator- Loyalist- Enthusiast) in productive thinking skills, physics problems solving and the cognitive load for the students in the research group.

Several recommendations have been proposed in light of the research procedures and results.

The most important of which is the necessity of revealing types of the thinking center according to the Enneagram system for secondary school students so that they are considered in a balanced manner during the design of physics teaching activities.

Physics teachers should be aware of the assumptions and foundations of teaching based on the theory of successful intelligence, and how to plan and implement lessons according to teaching procedures based on the techniques of teaching based on successful intelligence.