تحول معرفت شناسی شخصی در دانش آموزان دوره ابتدایی
محورهای موضوعی : روان شناسی تحولی
زهرا تنها
1
(استادیار گروه روانشناسی
دانشگاه آزاد اسلامی واحد خرم آباد)
پروین کدیور
2
(استاد گروه روانشناسی
دانشگاه خوارزمی)
راضیه جلیلی
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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