Performance strategies of problem-solving Tasks Among Cognitive style students " Reflective-impulsive."

Abstract

This research aim at revealing performance strategies students who are cognitively reflective and impulsive on problem-solving tasks in their two stages, reprsentation and solving strategies. The final sample tested (66 ) students " 34 Reflective and 32 impulsive". The study tasks was applied individually on the students in three separate sessions. After analysing the date by using "Chi 2, T-test and two-way ANOVA", The study revealed different qualitative and quantitative outcomes as following: The reflective students were marked by the use of: Focusing, visual imagery, imagery representation and working backwards strategies. - The impulsive students were marked by using Random and faulty representation strategies. - No differences between the two groups for using : The global, The analytic, working forwords and the diagram representation strategies. - The means of the response accuracy, solution time on puzzle and the representation time for the reflective students was higher with statistically significant differences than that of the impulsive ones.

هدفت هذه الدراسة إلى إبراز اتيجيات التي يوظفها الطلبة وتعكس مستوى .