الأسس المعرفية لتفكير المجرد في العملية التربوية دراسة نظرية استنباطية

Abstract

This study investigates the relationship between cognitive theory and the development of abstract thinking in educational contexts. It aims to elucidate how learners can effectively utilize the principles of cognitive theory to enhance their symbolic and abstract reasoning abilities. The research employs a theoretical analytical and literature-based approach, focusing on deconstructing and synthesizing cognitive concepts and examining their implications within the learning environment. The findings reveal that the implementation of active learning strategies, continuous feedback, and the systematic organization of the cognitive structure significantly facilitates the development of abstract thinking skills. Furthermore, the study emphasizes the importance of employing symbolic representations and concept mapping, alongside connecting new knowledge with prior experiences, to foster deeper understanding. Based on these results, the study recommends the formulation of educational policies, teacher training programs, and the design of learning environments that cultivate critical and creative thinking among students .