The interaction between teaching physics based on successful intelligence theory and the patterns of the Enneagram system and its effect on developing productive thinking skills, solving physical problems and reducing the cognitive burden associated with it among high school students

Abdul Raouf, Dr. Mustafa Muhammad Sheikh

doi:10.21608/mktm.2020.113519

The interaction between teaching physics based on successful intelligence theory and the patterns of the Enneagram system and its effect on developing productive thinking skills, solving physical problems and reducing the cognitive burden associated with it among high school students

Document Type : Researches for promotion to assistant professor and professor degrees

Author

Dr. Mustafa Muhammad Sheikh Abdul Raouf

Assistant Professor of Curricula and Methods of Teaching Science - Faculty of Education - Kafr El Sheikh University.

10.21608/mktm.2020.113519

Abstract

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.

Keywords

Main Subjects

بعض نظريات التعلم

References

- Al Atiyat, A.(2018).The Effect of Multi Media Instructional Design Based On Sweller's Theory On Reducing Cognitive Load and Developing Scientific Concepts Among Deaf Primary Students. Journal of Educational and Psychological Studies, Sultan Qaboos University, 12(4), 672-685, DOI: http://dx.doi.org/10.24200/jeps.vol12iss3pp672-685.

- Aldana,J.&Serpell,A.(2016).Methodology for the preparation of construction project waste management plans based on innovation and productive thinking processes: a case study in Chile. Pontificia Universidad Católica de Chile, Facultad de Ingeniería. Revista de la Construcción. Journal of Construction,15(1),32-41.

- Ameres, E. (2018). Reducing the cognitive load of visual analytics of networks using concentrically arranged multi-surface projections focusing immersive real-time exploration (Order No. 10789140). Available from ProQuest Dissertations & Theses Global. (2086085516).

- Amin,B.& Mahmud,A.(2016).The Development of Physics Learning Instrument Based on Hypermedia and Its Influence on the Student Problem Solving Skill. Journal of Education and Practice,7(6),22-28.

- Andre, S.(2014). Reliability and validation study of the Online Instinctual Variant Questionnaire. Florida Atlantic University, ProQuest Dissertations Publishing, LLC, 3584902, ERIC Number: ED557642.

- Balta,N.&Awedh,M.(2017).The Effect of Student Collaboration in Solving Physics Problems Using an Online Interactive Response System .European Journal of Educational Research,6(3), 385 - 394.

- Boulet, L.(2007). Coping strategies and successful intelligence in adults with learning disabilities (Order No. MR34660). Mount Saint Vincent University, Canada, ProQuest Dissertations & Theses Global. (304718730). Retrieved from:https://search.proques t.com/docview /30 4718730?accountid=178282,on 11/10/2018.

- Butler, S.(2018). The effect of remote versus local facilitation of simulated pediatric patient resuscitation training activities on learner cognitive load and behavior (Order No. 10823669). Available from ProQuest Dissertations & Theses Global. (2056470969).

- Canaday, L.(2018). The effectiveness of cognitive load theory as applied to an accounting classroom: Is it better for achieving student learning outcomes?(Order No. 10975798). Available from ProQuest Dissertations & Theses Global. (2134100570).

- Chan, W.(2008). Teacher Self-Efficacy and Successful Intelligence among Chinese Secondary School Teachers in Hong Kong. Educational Psychology, 28 (7), Nov, 735-746, Retrieved from: https://0811qqj7d-1106-y-https-doi-org.mplbci.ekb.eg/10.1080 /0144 3410802259246, on 7/11/2018.

- Chin, C.(2007).Teacher questioning in science classrooms: Approaches that stimulate productive thinking. journal of research in science teaching ,44(6), 815-843, doi:10.1002/tea.20171.

- Choi, H. & van Merriënboer,J.& Paas,F.(2014). Effects of the Physical Environment on Cognitive Load and Learning: Towards a New Model of Cognitive Load. Educ Psychol Rev,(26), 225–244,DOI 10.1007/s10648-014-9262-6.

- Chularee, S. (2012). Effects of Teaching following Successful Intelligence Concept on Thinking and Nursing care plan Ability of Nursing Students. In International Conference on Education and e-Learning, Global Science and Technology Forum, Singapore, 89-94.

- Cunningham, J. & MacGregor, J. (2016). A Self-Report Measure of Productive Thinking in Solving Insight Problems. The Journal of Creative Behavior,51(1), The Creative Education Foundation, Inc.,1-12, DOI: 10.1002/jocb.169.

- Delvo,M.(2015).The Enneagram as a Facilitator of Self-Awareness in Emerging Leader Programs. in Partial Fulfillment of The Requirements for The Degree of Master of Liberal Studies, The University of Minnesota. ProQuest Dissertations Publishing, LLC.

- Docktor,J.,Strand,N.,Mestre,J.& Ross,B.(2015).Conceptual problem solving in high school physics. Physical Review Special Topics, Physics Education Research, (11), 020106,1-13.

- Elliott. S., Kurz,A., Beddow,P.& Frey, J.(2009). Cognitive Load Theory: Instruction- Based Research With Applications for Designing Tests, Paper Presented at the National Association of School Psychologists' Annual Convention, Boston,MA, February 24, 1-22.

- Fabby,C.&Koenig,K.(2015).Examining the Relationship of Scientific Reasoning with Physics Problem Solving. Journal of STEM Education, 16(4),October,20-26.

- Fakcharoenphol,W., Morphew,J.& Mestre,J.(2015). Judgments of physics problem difficulty among experts and novices. Physical Review Special Topics, Physics Education Research, (11), 020128,1-14.

- Ferrando, M., Ferrándiz, C., Llor, L.,& Sainz,M.(2016). Successful intelligence and giftedness: an empirical study. anales de psicología, 32(3),October, 672-682.

- Flach,J.(2017). Supporting productive thinking: The semiotic context for Cognitive Systems Engineering (CSE). Applied Ergonomics,59(B), March, 612-624.

- Gambar,A.& Olalere,M.(2015). Effectiveness of Computer-Assisted Stad Cooperative Learning Strategy on Physics Problem Solving, Achievement and Retention. Malaysian Online Journal of Educational Technology,3(3),1-15.

- Gupta, U. (2017). Managing cognitive load during complex learning: A study on worked examples and element interactivity (Order No. 10273022). Available from ProQuest Dissertations & Theses Global. (1903600005).

- Hernandez,J.(2014).The Productive Thinking Model. . Retrieved from: http://jesusgilhernandez .com/2014/04/30/the-productive-thinking-model/,on 11/1/2019.

- Hong,J.,Chen,M.,Wong,A., Hsu,T.&Peng,C.(2012).Developing physics concepts through hands-on problem solving: a perspective on a technological project design. International Journal of Technology & Design Education, (22),473–487.

- Hu,M.& Wu, M.(2012).The effect of concept mapping on student's cognitive load. World Transactions on Engineering and Technology Education,10(2), 134-137.

- Hurson, T. (2008). Think better: An innovator's guide to productive thinking. New York, McGraw-Hill.

- Ince,E.(2018).An Overview of Problem Solving Studies in Physics Education. Journal of Education and Learning, 7(4),191-200.

- Janssen, F., & de Hullu, E. (2008). A toolkit for stimulating productive thinking. Journal of Biological Education (Society of Biology), 43(1), 21–26, https://doi.org /10.1080 /00219266.2008.9656145.

- Jin Lee,Y.(2015). Analyzing Log Files to Predict Students’ Problem Solving Performance in a Computer-Based Physics Tutor. Educational Technology & Society, 18 (2), 225–236.

- Kruger,J.& Doherty,S.(2016). Measuring cognitive load in the presence of educational video: Towards a multimodal methodology. Australasian Journal of Educational Technology, 32(6),19 -31.

- Llord-Ratcliffe, K. (2014). Worked examples in video lessons to reduce cognitive load (Order No. 3667547). Available from ProQuest Dissertations & Theses Global. (1647451536).

- Mandelman,S., Barbot ,B.& Grigorenko,E.(2016). Predicting academic performance and trajectories from a measure of successful intelligence. Learning and Individual Differences, (51), 387–393.

- Manktelow,J.,Jackson,K.,Swift,C.,Edwards,S.,Bishop,L.&Bell,S.(2019). Hurson's Productive Thinking Model. The Mind Tools Content Team, Retrieved from: https:/ /www .mindtools.com/pages/article/productive-thinking-model.htm, on 12/2/2019.

- Mason, R., Cooper, G. &Wilks, B. (2015).Using Cognitive Load Theory to select an environment for teaching mobile apps development, Proceedings of the 17th Australasian Computing Education Conference, Sydney, Australia, 27-30 January, The Conference in Research and Practice in Information Technology (CRPIT) series; 160, Australian Computer Society, Sydney,Australia,47-56. ISBN: 9781921770425.

- McBride,D.(2012). Student Views of Similarity between Math and Physics Problems. The American Institute of Physics, AIP Conference Proceedings, 1413(1), 275-278.

- Mendel, J. (2010). The effect of interface consistency and cognitive load on user performance in an information search task. A Master’sdissertation, Clemson Universe.

- Meissner,B.& Bogner, F.(2012).Science Teaching Based on Cognitive Load Theory: Engaged Students, but Cognitive Deficiencies, Studies in Educational Evaluation, 38 , 127-134.

- Mourgues, C., Bolden, D. &Grigorenko, E. (2013). Making numbers come to life: Two scoring methods for creativity in aurora's cartoon numbers. The Journal of Creative Behavior, 48 (1), 25–43.

- Mulder, P. (2016). Productive Thinking Model (PTM). Retrieved from ToolsHero: https://www.toolshero.com/problem-solving/productive-thinking-model/,on 12/2/2019.

- Mysore,L& Vijayalaxmi,A.(2018). Significance of successful intelligence in the academics of adolescents: a literature review. International Journal of Home Science, 4(1), 13-16.

- Negahban,S., Valiallah, F.& Sarami, G.(2013).The Role of Successful Intelligence Teaching on Academic Self-efficacy. Journal of Behavioral sciences in Asia, (5),52-58.

- Olaniyan,A.& Omosewo,E.(2015). Effects of a Target-Task Problem-Solving Model on Senior Secondary School Students’ Performance in Physics. Science Education International ,25(4), 522-538 .

- Palso, R. &Maricutoiu, L. (2013). Teaching for successful intelligence questionnaire (TSI-Q): A new instrument developed for assessing teaching style. Journal of Educational Sciences &Psychology, LXV (1), 159- 178.

- Pierce,S.(2019).The Enneagram: As A Tool In The Music Studio. American Music Teacher, 68 (4), 29–33,Retrieved from:http://search.ebscohost. com /login. aspx? direct =true&db=a9h&AN=134339553&site=ehost-live.

- Popejoy, E., Perryman, K., & Suarez, A. (2017). Using the Enneagram to Facilitate Resolution of Supervisory Conflict. Journal of Counselor Practice, 8(2), 136–154.

- Reedy,G. (2015). Using Cognitive Load Theory to Inform Simulation Design and Practice. Clinical Simulation in Nursing,11(8),355-360.

- Reddy, M. & Panacharoensawad, B. (2017). Students Problem-Solving Difficulties and Implications in Physics :An Empirical Study on Influencing Factors. Journal of Education and Practice,8(14),59-62.

- Rogalla, M. (2013). Future problem solving program coaches efficacy in teaching for successful intelligence and their patterns of successful behavior. Unpublished Doctoral Dissertation, USA: University of Connecticut, Connecticut.

- Saputri.A.& Wilujeng,I.(2017).Developing Physics E-Scaffolding Teaching Media to Increase the Eleventh-Grade Students’ Problem Solving Ability and Scientific Attitude, International Journal of Environmental & Science Education,12(4), 729-745.

- Shawli, A.(2018). Concept mapping as an assessment of cognitive load and mental effort in complex problem solving in chemistry (Order No. 10790900). Available from ProQuest Dissertations & Theses Global. (2047585239).

- Si, J.& Dongsik, K.(2011). How do instructional sequencing methods affect cognitive load, learning transfer, and learning time?. Educational Research, (ISSN: 2141-5161), 2(8), August, 1362-1372 .

- Starke, J. (2016). An Evangelical’s Guide to the Enneagram. Christianity Today, 60(9), 54–59. Retrieved from: http://search.ebscohost.com /login.aspx?direct =true&db =a9h&AN = 118959497&site=ehost-live.

- Stemler, S., Grigorenko, L., Jarvin, L., & Sternberg, R. (2006). Using the theory of successful intelligence as a basis for augmenting AP exams in psychology and statistics. Contemporary Educational Psychology, 31(3), Jul, 344-376.

- Sternberg, R. (2015). Successful intelligence: A model for testing intelligence beyond IQ tests. European Journal of Education and Psychology, 8(2), Dec, 76- 84.

- Sternberg, R. & Grigorenko, E. (2004). Successful intelligence in the Classroom: Theory into practice. Developmental Psychology: Implications for Teaching, 43 (4), 274-280.

- Sternberg, R. & Grigorenko, E. (2007). Teaching for successful intelligence, 2^nd ed., Thousand Oaks, CA: Corwin Press.

- Sternberg, R., Grigorenko, E.& Zhang,L.(2008). Styles of Learning and Thinking Matter in Instruction and Assessment. Association for Psychological Science,3(6), 486-506.

- Sternberg, R., Jarvin, L., Birney, D., Naples, A., Stemler, S., Newman, T.& Grigorenko, E. (2014). Testing the theory of successful intelligence in teaching grade 4 language arts, mathematics, and science. Journal of Educational Psychology, 106(3), 881-899.

- Sternberg, R.& Sternberg, K.(2012). Cognitive Psychology. Sixth Edition, Wadsworth, Cengage Learning, Printed in the United States of America.

- Sutton,A.(2012)."But is it real?"- A review of research on the Enneagram. Enneagram Journal, (5), 5-20.

- Swanson,H.& Collins,A.(2018). How failure is productive in the creative process: Refining student explanations through theory-building discussion. Thinking Skills and Creativity,30, December, 54-63.

- Sweller, J. (2003). Evolution of human cognitive architecture. In: Ross,B.(Ed.). The psychology of learning and motivation, 43, San Diego: Academic Press, 215-266.

- Sweller,J.(2011).Cognitive Load Theory.in: Mestre,J. & Ross,B.(EDs). Psychology of Learning and Motivation,55, San Diego: Academic Press, 37-76.

- Sweller,J.(2016).Working Memory, Long-term Memory, and Instructional Design. Journal of Applied Research in Memory and Cognition, (5), 360–367.

- Sweller,J., Ayres,P.,& Kalyuga,S.(2011).Cognitive Load Theory: Explorations in the Learning Sciences, Instructional Systems and Performance Technologies. Springer Science+ Business Media, LLC, Springer New York.

- Turan, Z. & Goktas,Y.(2016). The flipped classroom instruction efficiency and impact of achievement and cognitive load levels. Journal of e-Learning and Knowledge Society, The Italian e-Learning Association Journal,12 (4), 51-62.

- Van Merrienboer, J. & Sweller, J. (2005). Cognitive load theory and complex learning : Recent developments and future directions. Educational Psychology Review, 17(2), 147- 177, https://doi.org/10.1007/s10648-005-3951-0.

- Veerasamy,A., D'Souza,D., Lindén,R.& Laakso,M.(2018). Relationship between perceived problem solving skills and academic performance of novice learners in introductory programming courses. J Comput Assist Learn, wileyonlinelibrary.com/journal/jcal ,1–10.

- Wong, A., Leahy, W„ Marcus, N. & Sweller, J. (2012). Cognitive load theory, the transient information effect and e-learning . Learning and Instruction, 22(6), 449- 457.

- Yung, H.& Paas, F.(2015).Effects of computer-based visual representation on mathematics learning and cognitive load. Educational Technology & Society,18(4),70-77.

- Zbainos, D. (2012). Development, administration and confirmatory factor analysis of a secondary school test based on the theory of successful intelligence. International Education Studies, 5 (2), 4- 17.

- Zu, T. (2017). Using multiple ways to investigate cognitive load theory in the context of physics instruction (Order No. 10684330). Available from ProQuest Dissertations & Theses Global. (2008985175).