اثربخشی آموزش راهبردهای تفکر انتقادی بر توان پرسشگری، ارزشیابی امور، استدلال منطقی و حل مسأله در دانش‌آموزان متوسطه

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی، دانشکده علوم انسانی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران

2 استاد گروه روانشناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران

3 استادیار گروه روانشناسی، دانشکده علوم انسانی، واحد اردبیل، گروه روانشناسی، دانشگاه آزاد اسلامی، اردبیل، ایران

چکیده

هدف: در نظام‌های آموزشی پیشرفته توجه به روش‌های آموزشی کارآمد و بنیادی در سرلوحه اهداف پرورشی قرار دارد و ارزیابی اثربخشی این برنامه‌ها به‌طور مستمر انجام می‌گیرد. بر این اساس هدف پژوهش حاضر تعیین اثربخشی آموزش راهبردهای تفکر انتقادی بر توان پرسشگری، ارزشیابی امور، استدلال منطقی و حل مسأله در دانش‌آموزان دوره متوسطه بود.
روش: طرح این پژوهش، نیمه آزمایشی با طرح گروه کنترل نابرابر بود. جامعه آماری شامل دانش‌آموزان دختر پایۀ یازدهم شهر تبریز در سال تحصیلی 1400-1401 بود. از این جامعه به شیوه تصادفی خوشه‌ای چندمرحله‌ا‌ی تعداد 2 کلاس (30 نفر) انتخاب و یک کلاس به‌عنوان آزمایشی و کلاس دیگر به‌عنوان کنترل تعیین شدند. برای گروه آزمایشی طی 10 جلسه، راهبردهای تفکر انتقادی آموزش داده شد و گروه کنترل هیچ مداخله آموزشی را دریافت نکرد. در دو مرحله پیش‌آزمون و پس‌آزمون با استفاده از پرسشنامه پرسشگری چندبعدی بک و جی ساپ، پرسشنامه ارزشیابی امور کالیفرنیا، پرسشنامه تفکر منطقی کمبر و همکاران و پرسشنامه حل مسأله کسیدی و لانگ، نسبت به اندازه‌گیری متغیر‌های وابسته اقدام شد.
یافته‌ها: تحلیل داده‌ها با استفاده از تحلیل کوواریانس چندمتغیره و تک متغیره نشان داد آموزش راهبردهای تفکر انتقادی بر افزایش توان پرسشگری، استدلال منطقی و حل مسأله در دانش‌آموزان دوره متوسطه اثربخش است (F=12.34, p>0.05). بااین‌حال این آموزش‌ها بر توان ارزشیابی امور اثربخش نیست.
نتیجه‌گیری: براساس یافته‌ها می‌توان نتیجه گرفت که مهارت‌های شناختی به‌ویژه پرسشگری، استدلال منطقی و توانایی حل مسأله از طریق آموزش‌های نظام‌دار، قابلیت تغییر و دستکاری را داشته و در این میان، به‌کارگیری روشمند تفکر انتقادی می‌تواند حصول این نتیجه را تسهیل نماید.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Effectiveness of Critical Thinking Strategies Training in the Questioning, Evaluation, Logical Reasoning and Problem Solving Abilities among High School Students

نویسندگان [English]

  • Fatemeh Nagizadeh 1
  • Touraj Hashemi 2
  • Azra Ghaffari 3
1 PhD student in Educational Psychology, Faculty of Humanities, Ardabil Branch, Islamic Azad University, Ardabil, Iran
2 Professor of Psychology Department, Faculty of Educational Sciences and Psychology, Tabriz University, Tabriz, Iran
3 Assistant Professor, Department of Psychology, Faculty of Humanities, Ardabil Branch, Department of Psychology, Islamic Azad University, Ardabil, Iran
چکیده [English]

Objective: In advanced educational systems, attention to efficient and fundamental educational methods is the core educational goal and the evaluation of the effectiveness of these procedures is continuously conducted. Therefore, the present study aimed to design a critical thinking instruction program and determine the effectiveness of critical thinking instruction program in cognitive and behavioral outcomes in second year high school students.
Methods: The present study was conducted with a semi-experimental design (an unequal control group and pre-test-post-test). The study population included 11th grade female students in Tabriz city in the academic year 2021-2022. Using multi-stage random cluster method, two classes (30 subjects) were selected and one class was assigned as an experimental group and the other one as control group. For the experimental group, critical thinking strategies were taught during 10 sessions, and the control group did not receive any intervention. During pre-test and post-test, dependent variables were measured using Beck and J. Sapp's multidimensional questioning scale, activity evaluation form for California, Kember et al.'s logical thinking questionnaire, as well as Cassidy and Long's problem solving questionnaire.
Results: Data were analyzed by multivariate and univariate analysis of covariance. Results showed that critical thinking instruction program was effective in the improvement of the ability of questioning, logical reasoning, and problem solving in high school students (F=34.12, p<0.05). However, this instruction program was not effective in the ability to evaluate.
Conclusions: Hence, it can be concluded that cognitive skills, especially questioning, logical reasoning, and the ability to solve problems through systematic training program, could be changed and manipulated, and the systematic application of critical thinking could facilitate the attainment of these outcomes.

کلیدواژه‌ها [English]

  • Critical thinking
  • Questioning
  • Logical reasoning
  • Evaluation
  • Problem solving
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