Evaluation of mathematical physics issues in the content of physics books for the preparatory stage according to the skills of inferential thinking

The current research aims to evaluate the exercises of physics textbooks for the preparatory stage according to the skills of reasoning thinking. To achieve the goal of the research, the researchers took the descriptive analytical approach and built a tool (content analysis) and then presented it in its initial form consisting of three skills (induction, deduction and representation) with indicators that pertain to each skill on a group of experts .After the researchers took the opinions of the experts and arbitrators into consideration, the researchers reached the final form of the tool. Then the researchers analyzed the exercises of physics textbooks for the preparatory stage established by the Ministry of Education for the academic year 2020-2021 in the light of the tool prepared by the researchers. This was done by selecting a sample of physics textbooks for the preparatory stage . The researchers adopted the unit of idea as a unit of his analysis, which consists of two types (explicit idea and implicit idea) and taking the unit of repetition as the unit of recording .Then the researchers made sure of the validity of the analysis, as well as calculating the stability of the analysis.. After completing these procedures, the researchers carried out the final analysis process by using of: Holstey equation, and statistical bag for social sciences (spss-24). Then the researchers evaluated the exercises of physics textbooks for the preparatory stage based on the model (Al-Rabi’i, 2020) and obtained the following results: -The percentage of inclusion in physics textbooks for the preparatory stage reached (89.92%) and is considered (high) when compared to the hypothetical spoken ratios adopted by the researchers. - Exercises of physics textbooks for the fifth and sixth grades (biological) are equal in including reasoning thinking skills, -The percentage of reasoning thinking skills varies in the exercises of physics textbooks for the preparatory stage. Based on these results, the researchers developed a number of recommendations and proposals. Keywords: evaluation, physical exercises, reasoning thinking skills.

The effect of modeling strategy on inferential thinking and acquiring the performance attacking skills in handball

The aim of this study is to reveal the effect of the modeling strategy on inferential thinking and acquiring the art of performing attacking skills in handball, and the researcher used the experimental method and used the design with two groups of experimental and control groups with pre and post test for its suitability to the objectives of the research and its problem. The research community consisted of (52) students of the second stage in the Department of Physical Education / Faculty of Education / University of Zakho for the academic year 2019-2020. As for the research data collection tools, it included the inferential thinking scale (Mufti, 1997) which the researcher codified on the local environment and found the scientific basis for it. In addition to tests of art of performing attacking skills in the game of handball. The researcher used the SPSS statistical method to process the data and the researcher reached to the following conclusions. The modeling strategy and the traditional method contributed to the development of inductive thinking and raising the level of art of performing attacking skills in the handball game of the experimental and control groups. The experimental group that used the modeling strategy excelled the control group with positive results in developing inferential thinking and raising the level of the art of performing attacking skills in the game of handball.

Numbers, Empiricism and the A Priori

The present paper deals with the ontological status of numbers and considers Frege´s proposal in Grundlagen upon the background of the Post-Kantian semantic turn in analytical philosophy. Through a more systematic study of his philosophical premises, it comes to unearth a first level paradox that would unset earlier still than it was exposed by Russell. It then studies an alternative path that, departing from Frege’s initial premises, drives to a conception of numbers as synthetic a priori in a more Kantian sense. On this basis, it tentatively explores a possible derivation of basic logical rules on their behalf, suggesting a more rudimentary basis to inferential thinking, which supports reconsidering the difference between logical thinking and AI. Finally, it reflects upon the contributions of this approach to the problem of the a priori.

The Effect of the place mat Strategy in the collection of geographical material and the development of deductive thinking among the average first-grade students skills

The present research aims at identifying the effect of the mat place a strategy to collect geographical material and the development of deductive thinking among the average first-grade students the skills of ID, the study sample consisted of (72) students distributed into two groups by 35 students in the experimental group which studied the use of mat strategic location and ( 37) students in the control group who studied the same material in the traditional manner, rewarded researcher between the two sets of search variables (prior knowledge, IQ test, chronological age, test inferential thinking) promising researcher Uday achievement test consisting of (50) ) Items of multiple choice and make sure his sincerity and persistence and characteristics psychometric and adopted Ready thinking deductive prepared Scale (Obeidi, 2010), and used statistical methods (Altaia test for two independent samples, the difficulty factor, discrimination coefficient, Pearson correlation coefficient, Spearman correlation - coefficient Brown), the study found to outweigh the experimental group students on the control group students in achievement test and test deductive reasoning.

Comunicación escrita, procesos lectores y habilidades metalingüísticas de estudiantes de primer año universitario / Written communication, reading processes and metalinguistic skills of first year students of university: Case Study

RESUMENEste artículo describe las habilidades metalingüísticas y las habilidades de compresión de lectura involucradas en procesos de comprensión lectora y escritural en estudiantes de primer año universitario para establecer relaciones entre ellas. Se diseñaron dos grupos de trabajo para identificar las habilidades y se observaron sus relaciones con el género, la edad y el nivel socioeconómico en 700 estudiantes de primer año universitario, pertenecientes a diferentes programas de pregrado. Se encontró que las habilidades metalingüísticas y las de comprensión de lectura presentan diferencias en distintas edades y en diferentes niveles socioeconómicos, con mejores resultados en las inferencias complementarias y en las habilidades para relacionar el texto con el contexto; así mismo, se evidenció la correlación directa existente entre el pensamiento inferencial y la comprensión de lectura y se identificaron procesos cognitivos y metacognitivos que influyen en los procesos de comprensión lectora. Al final se expone una posible estrategia para abordar estas dificultades y deficiencias encontradas para el desarrollo de un plan de formación.ABSTRACTThis document describes the metalinguistic skills and reading comprehension skills, involved in writing and reading comprehension student’s processes, of the college of first year, to establish relationship between them. Two groups of work were designed to identify the mentioned skills and were observed their relations with their genre, age and socioeconomic level in 700 students of the first college’s academicals year, belonging to different undergraduate majoring. It was found that the metalinguistic and the reading comprehension skills, show different aspects in ages and socioeconomically levels, with their best results in the complementary inferences and in the ability to relate the text and the context; in the same way it was evidenced the existent direct correlation between the inferential thinking and the reading comprehension and were identified cognitive and metacognitive processes that affect the reading comprehension processes. At the end and it was exposed a possible strategy to approach the found difficulties and deficiency for the formation´s plan development.