Explaining the Linguistic Literacy Model for Science in Education at Farhangyan University Based on Aesthetic Knowledge, Social Intelligence and Analyze-based Understanding

The purpose of this study was to investigate the relationship between cognitive knowledge and linguistic literacy with regard to the role of mediator of social intelligence and understanding based on student's analysis of science in education at Ferghana University of Golestan Province. The research method is descriptive correlational. The statistical population of the study consisted of all students of the science of education (male and female) of the Farhangian University of Golestan province with 849 students. From the statistical population, 265 people were selected according to stratified sampling method as Morgan table. To collect data, a researcher-made aesthetic knowledge questionnaire, linguistic literacy, an understanding based on analysis, and a social intelligence questionnaire of Silura (2001) were used. In order to analyze the research data, the model of structural equations was used. Data analysis showed that aesthetic knowledge has a significant relationship with linguistic literacy, social intelligence and perception based on student's analysis of science in education, and social intelligence has a direct relationship with understanding based on linguistic analysis and literacy. And it is a matter of concern. Aesthetic knowledge is also indirectly related through social intelligence and perception based on linguistic analysis of the student of science. Consequently, the proposed conceptual model has a suitable statistical fit; this means that the model of linguistic literacy model of students of educational sciences of Farhangian University is based on the aesthetic knowledge style, social intelligence and analytical based on empirical data.