طراحی الگوی آموزش تفکر انتقادی واثربخشی آن بر مهارتهای تفکر انتقادی دانش آموزان پایه ششم ابتدایی
الموضوعات : پژوهش در برنامه ریزی درسیهادی ساجدی راد 1 , جعفر جهانی 2 , مریم شفیعی سروستانی 3 , مهدی محمدی 4
1 - دانشجوی دکتری مطالعات برنامه ریزی درسی، گروه مدیریت و برنامه ریزی درسی، دانشگاه شیراز، شیراز، ایران.
2 - دانشیارمدیریت آموزشی، گروه مدیریت و برنامه ریزی آموزشی دانشگاه شیراز،شیراز- ایران
3 - استادیارمدیریت آموزشی، گروه مدیریت و برنامه ریزی آموزشی دانشگاه شیراز،شیراز- ایران
4 - دانشیار گروه مدیریت و برنامه ریزی درسی، دانشگاه شیراز، شیراز، ایران.
الکلمات المفتاحية: مهارتهای انتقادی, مطالعات اجتماعی, تفکر انتقادی, الگوی آموزشی,
ملخص المقالة :
چکیدههدف از انجام این پژوهش، طراحی الگوی آموزش تفکر انتقادی و اثربخشی آن بر مهارتهای تفکر انتقادی دانش‌آموزان پایۀ ششم ابتدایی استان خراسان رضوی بود. روش تحقیق آمیخته ، یعنی کمّی و سپس کیفی است؛ در بخش کمّی، جامعۀ آماری شامل تمام دانش‌آموزان پسر پایۀ ششم ابتدایی استان خراسان رضوی درسال تحصیلی 98-1397 بود که با استفاده از یک طرح نیمه‌آزمایشی (پیش‌آزمون، پس‌آزمون با گروه کنترل) از بین دانش‌آموزان پایۀ ششم استان خراسان رضوی 75نفر به عنوان نمونۀ آماری انتخاب شدند. برای بررسی متغیرهای تحقیق و گردآوری داده‌ها از مقیاس تفکر انتقادی کالیفرنیا و برای محاسبۀ ضریب پایایی از آلفای کرونباخ استفاده گردید . بر این اساس برای این پرسشنامه ضریب روایی81/0 و ضریب پایایی معادل 84/0 به دست آمد. برای تحلیل داده ها از آمار توصیفی (میانه، میانگین و...) و استنباطی(T تک‌نمونه ای، تحلیل واریانس) استفاده شد. تجزیه و تحلیل داده‌ها به کمک نرم‌افزار SPSS21 انجام شد. بخش کیفی مطالعه از نوع پدیدارشناسی بود. جامعه و نمونۀ مورد مطالعه افرادی را شامل می‌شد که به شکل هدفمند در بخش کمی مورد مطالعه قرار گرفتند و حجم نمونه بر اساس اشباع نظری تعیین شد. برای جمع‌آوری داده‌ها از مصاحبۀ نیمه‌ساختاریافته و برای اعتباریابی داده ها از معیار گوبا و لینکون استفاده شد. تحلیل داده ها با استفاده از روش کوربین و استراوس انجام شد که در این روش داده ها به سه سطح باز، محوری و انتخابی تقسیم می شوند. در بخش کیفی، نتایج تحقیق منجر به طراحی الگویی شد که شامل هفت بُعد (تحلیل و ارزیابی، روحیۀ نقد، خلاقیت، مهارتهای زندگی، تفکر انتقادی، عزت‌نفس و یادگیری) بود. نتایج در بخش کمی تحقیق نشان داد که الگوی طراحی‌شده موجب افزایش مهارت های انتقادی و تفکر انتقادی دانش‌آموزان شده است.واژگان کلیدی: الگوی آموزش، مطالعات اجتماعی، تفکر انتقادی، مهارت های انتقادی.
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