The impact of Wilder Silverman's model on the development of mental perception among students of the Department of Art Education in the subject of pictorial composition

Abstract

The current research aims to discover:

- The effect of the Silverman Fielder model on the development of mental perception among students of the Department of Art Education in the subject of pictorial composition.

The researcher relied on the educational design with the experimental group and the control group on a sample of students from the Department of Art Education. The research sample consisted of (80). To reach the results of the research, the researcher used the statistical program and the researcher made two hypotheses (spss).

- There are no statistically significant differences at the level (0.05) between the mean scores of the experimental group students in the pre and post applications of the mental perception scale.

- There are no statistically significant differences at the level (0.05) between the mean scores of the students of the experimental group and the mean scores of the students of the control group in the dimension mental perception scale.

Through the results, the following conclusions were reached:

Conclusions

Based on the findings of the study, the researcher concluded the following:

1. There is a need among university students, especially the third stage, for modern teaching models and methods.


2. The Fielder-Silverman model of teaching helps the teacher to provide lessons in a good and appropriate way for students.

The researcher recommended a number of recommendations:

Recommendations:

In light of the findings, the researcher recommends the following:

1. To move away from the traditional methods of teaching pictorial composition for the third stage, and to benefit as much as possible from the results of the current study.


2. Including in the teacher's guide tools that identify students' learning styles and suggested strategies that are suitable for each of these styles, and among these models is Feldar and Silverman's model of their learning styles.