تحول معرفت شناسی شخصی در دانش آموزان دوره ابتدایی
محورهای موضوعی : روان شناسی تحولیزهرا تنها 1 , پروین کدیور 2 , راضیه جلیلی 3
1 - استادیار گروه روانشناسی
دانشگاه آزاد اسلامی واحد خرم آباد
2 - استاد گروه روانشناسی
دانشگاه خوارزمی
3 - استادیار گروه علوم تربیتی
دانشگاه آزاد اسلامی واحد خرم آباد
کلید واژه: تحول, معرفت‌شناسی شخصی, جنبههای توجیهپذیری,
چکیده مقاله :
بررسی معرفت‌شناسی شخصی نشان میدهد که تلفیق ابعاد عینیت و ذهنیت دانستن، بنیانی برای دستیابی به درک معرفت شناختی سطح بالاست. انتظار میرود که افراد در ابتدا عینیتگرا باشند و در مراحل بالاتر تحول باورها به ذهینتگرایی نائل شوند و در نهایت، به تلفیقی از عینیتگرایی و ذهنیتگرایی ارتقاء یابند. از سوی دیگر، طبق نظر پژوهشگران، تحول باورها را باید در ارتباط با حیطههای خاص مورد بررسی قرار داد. فرضیه مطرح این بود که این تحول در یک توالی نظامدار در جنبههای توجیهپذیری مختلف (تجربه، عقیده، استدلال فردی و صلاحیت) اتفاق میافتد. این فرضیه با یک نمونه 64 نفری از دانشآموزان پایه سوم تا پایه ششم ابتدایی از مدارس تهران آزمون شد. روش پژوهش توصیفی و علی‌ـ‌مقایسه‌ای بود و شرکت‌کنندگان به سوالات داستان‌های منسفیلد و کلینچی (۲۰۰۲) پاسخ دادند. نتایج نشان داد که بین پایههای تحصیلی مختلف از نظر عینینگری و ذهنینگری تفاوت معنادار وجود دارد، به‌طوری که دانشآموزان پایههای سوم و چهارم بیشتر در سطح عینینگری و پایههای پنجم و ششم بیشتر در سطح ذهنینگری بودهاند. همچنین، عامل تجربه 27 درصد از واریانس عینینگری و عوامل تجربه و عقیده 30 درصد از واریانس ذهنینگری را تبیین کردند. بر اساس نتایج پژوهش، به نظر میرسد که معرفت‌شناسی شخصی عاملی تحولی است.
The study of personal epistemology shows that the combination of dimensions of objectivity and subjectivity is the foundation for understanding high-level epistemology. It is expected that individuals are initially objectivists and attain higher levels of transformation of beliefs to subjectivism, and ultimately promote a combination of objectivism and subjectivism. On the other hand, according to the researchers, the development of beliefs must be considered in relation to specific areas. The hypothesis was that this transformation occurs in a systematic sequence in various aspects of justification (experience, opinion, reason and authority). This hypothesis was accomplished with a sample of 64 students from the third grade to the sixth grade of primary schools in Tehran. The study method was descriptive causal comparative and the participants answered the questions of Mansfield and Clinchy’s Stories (2002). The results showed that there is a significant difference between the various educational foundations in terms of objectivity and subjectivity. So that the students of the third and fourth grades were more at the level of objectivity and fifth and sixth were more at the level of subjectivity. Also, the factor of experience explained 27% of the variance of objectivity and the factors of experience and opinion explained 30% of the variance of subjectivity. Personal epistemology seemed to be a developmental factor
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