العلاقة بين محددات الكفاءة المعرفية و عملية حل المشكلات لدى تلاميذ السنة الأولى متوسط

Abstract EN

This study aims to identify the nature of the relationship between the determinants of cognitive competence and problem-solving process among a sample of first year middle school pupils.

Accordingly, this study seeks to answer the following questions: - Is there a correlation between the determinants of cognitive competence and the problem-solving process among first year middle school pupils? - Is there a correlation between the cognitive representation and the problem-solving process among first year of middle school pupils? - Is there a correlation between the efficiency of cognitive outputs and the problemsolving process among first year middle school pupils? - Do cognitive outputs of first-year middle school pupils differ according to the efficiency of the cognitive representations of information? - Do cognitive outputs of first-year middle school pupils differ according to the difference in the levels of inputs as perceived by pupils? In addition, the descriptive method was used.

A test for cognitive competence was designed by the researcher, in addition to the administration of “the Hanoi Tower Problem” to a random sample of 149 first year middle school male and female pupils in the academic year 2016/2017.

The following results have been achieved: - The existence of a statistically significant positive intermediate correlation between the determinants of cognitive competence and problem-solving process among first year middle school pupils.

- The existence of a statistically significant correlation between the cognitive inputs and the problem-solving process among first year middle school pupils.

- The existence of a statistically significant correlation between cognitive representation and problem-solving process among first year middle school pupils.

- There was no statistically significant correlation between cognitive outputs and problem-solving process among first year middle school pupils.

- The difference in cognitive outcomes for first year middle school pupils according to the difference between efficiency of the cognitive representation of the information and the level of inputs as perceived by pupils.