مطالعه تجربی تاثیر آموزش تفکر ژرف اندیشانه بر یادگیری پژوهش محور دانش آموزان در درس علوم ابتدایی

فصلنامه علمی روش ها و مدل های روانشناختی

مقاله 8، دوره 9، شماره 32، شهریور 1397، صفحه 109-130   

نوع مقاله: مقاله پژوهشی

نویسندگان

مهدی محمدی^{* 1}؛ خاطره محمد جعفری²؛ رحمت اله مرزوقی¹؛ مریم شفیعی³؛ فریبا خوسبخت¹

¹عضو هیات علمی دانشگاه شیراز

²دانشجو دکتری مطالعات برنامه درسی دانشگاه شیراز

³عضو هیآت علمی دانشگاه شیراز

تاریخ دریافت: 24 مرداد 1397،  تاریخ بازنگری: 07 مهر 1397،  تاریخ پذیرش: 28 آبان 1397 

چکیده

    هدف کلی پژوهش بررسی تاثیر آموزش تفکر ژرف اندیشانه بر توسعه یادگیری پژوهش محور دانش آموزان در درس علوم پنچم ابتدایی شهر کرمان بود. جامعه آماری شامل دانش آموزان پایه پنجم مقطع ابتدایی شهر کرمان بود. با استفاده از روش نمونه گیری در دسترس، 23 نفر از دانش آموزان دختر دو کلاس پنجم دوره ابتدایی از یک دبستان دولتی در یک منطقه متوسط انتخاب شدند. برای ارزیابی میزان یادگیری پژوهش محور دانش آموزان، از جعبه ابزار معلمان برای دانش آموزان پیش دبستانی تا هشتم در درس علوم و دو آزمون معلم ساخته درس علوم پنجم استفاده شد. یافته‌ها نشان داد که پس از آموزش تفکر ژرف اندیشانه، دانش آموزان گروه آزمایش از نظر سطح یادگیری پژوهش محور به سطح کارآموز رسیدند و تفاوت معنی داری را با گروه کنترل نشان دادند. بنابراین آموزش تفکر ژرف اندیشانه تاثیر مثبت و معنی داری بر یادگیری پژوهش محور دانش آموزان در درس علوم دارد. با استفاده از  آموزش تفکر ژرف اندیشانه، دانش آموزان قادر خواهند بود از روش علمی تبعیت نموده و از منابع، تجهیزات و فناوری ها استفاده نموده و از همه اصطلاحات و مفاهیم علمی، متفکرانه بهره ببرند.

کلیدواژه‌ها

تفکر ژرف اندیشانه؛ یادگیری پژوهش محور؛ دانش آموزان؛ علوم

عنوان مقاله [English]

The Experimental Study of Effect of Reflective Thinking based Teaching on Development of Students’ Inquiry based learning of Science Lessons of Elementary Education

نویسندگان [English]

mehdi mohammadi¹؛ khatere mohamad jafari²؛ rahmatola marzoghi¹؛ Maryam Shafiei³؛ fariba khoshbakht¹

¹Faculty member of Shiraz University

²PhD Student Curriculum studies in Shiraz University

³Faculty member of Shiraz University

چکیده [English]

Aim: Aim of Research was to study the effect of Reflective thinking based teaching on development of Students’ inquiry based learning of science lessons of primary schools. Sampling and sample size: Statistical population included elementary students of Kerman studying in fifth. According to Convenience Sampling method, 46 students of two fifth grade classes in a primary school were selected.
Instruments: Research instruments were “teacher tool box for preschool to eight grade students in science” and two teacher made tests”.
Results: Inquiry based learning level of students who were taught based on reflective thinking was significantly higher than control group.in the fields of using scientific tools and technology, utilizing scientific methods and argument strategies, establishing scientific communication and using scientific concepts and data.
Conclusions: Using reflective thinking teaching, students can obey scientific method in answering and using resources, equipment and technologies and take advantage from all scientific terms and concepts thoughtfully.

کلیدواژه‌ها [English]

inquiry- based learning, reflective thinking, Science lessons, Students

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