Cognitive burden and its relationship to critical thinking among university students Abstract

Research Abstract

Cognitive burden and its relationship to critical thinking among university students Abstract Research problem: Can identify the research problem in the following questions: 1. Is there a relationship between critical thinking and cognitive burden to the students of the Faculty of Education University of Beni Suef? 2. Are there any differences in critical thinking among low and middle and Mrtfie cognitive burden the students of the Faculty of Education University of Beni Suef? 3. Is it possible to predict cognitive burden through critical thinking? research goals: 1. disclosure of the relationship between critical thinking and cognitive burden to the students of the Faculty of Education University of Beni Suef. 2. detect differences in critical thinking among low and middle and Mrtfie cognitive burden the students of the Faculty of Education University of Beni Suef. 3. predict cognitive burden through critical thinking among students of the Faculty of Education University of Beni Suef. research importance: - Eat Current search variables two important critical thinking and cognitive burden and these two variables have a significant impact on the learning and teaching process. - Presented current research tool to measure cognitive burden can be used in other research. - Highlights the importance of current research of importance they are appointed by undergraduates, interest in the students of the university stage of significant progress on any society indicators to understand the wealth of the future and its leaders. - Take advantage of the results of this study in the preparation of appropriate programs to reduce the cognitive burden of university students and at various other levels of education. Research hypotheses: 1. There is a negative relationship between critical thinking and cognitive burden to the students of the Faculty of Education University of Beni Suef. 2. There are significant differences between the low and middle Mrtfie differences in the cognitive burden of critical thinking among students of the Faculty of Education University of Beni Suef. 3. predictable cognitive burden through critical thinking among students of the Faculty of Education University of Beni Suef. Research Methodology: Use the search descriptive approach commensurate with the nature of the research. The research sample: The sample search of "389" students of the fourth year students of the Faculty of Education University of Beni Suef and enrolled in the second semester of the academic year 2014/2015, including "135," a male between the ages of "22-24" years old with an average age "23" years old, and "254" of the female ages ranged between "22-23" years old with an average age "22.5" years. search tools: Testing California Critical Thinking (2000) California Critical Thinking Skills Test (CCTST), 2000)), the burden cognitive scale preparation "researcher". Statistical methods: The use of a researcher in the current test "t" is the study of the samples associated with the analysis of multiple gradual regression and correlation coefficient, and has all the statistical treatments using SPSS software (V19) the statistical. research results: The search results are as follows: 1. There are significant differences between the burden cognitive and critical thinking negative relationship. 2. There are differences in critical thinking (analysis, induction, conclusion, inference, evaluation) between the low and middle and Mrtfie cognitive burden for the low burden of knowledge. 3. unpredictable burden cognitive performance in light of the critical thinking scale

Research Keywords

Cognitive burden-Critical Thinking