طراحی و اعتباریابی الگوی تفکر انتقادی و اثربخشی آن بر یادگیری مشارکتی در دانشجویان دانشگاه آزاد اسلامی واحد تهران شمال

الموضوعات :

فاطمه احمدبیگی ¹ , قدسی احقر ² , محسن ایمانی نائینی ³

1 - استادیار،گروه علوم تربیتی دانشکده علوم انسانی، دانشگاه آزاداسلامی واحد تهران شمال،تهران، ایران
2 - دانشیار پژوهشگاه مطالعات، سازمان پژوهش و برنامه‌ریزی آموزشی، وزارت آموزش و پرورش
3 - دانشیار گروه فلسفه تعلیم و تربیت، دانشگاه تربیت مدرس، تهران، ایران

تاريخ الإرسال : 27 الخميس , ذو القعدة, 1439 تاريخ التأكيد : 22 الإثنين , صفر, 1441 تاريخ الإصدار : 22 الجمعة , ذو الحجة, 1440

الکلمات المفتاحية: دانشجویان, تفکر انتقادی, یادگیری مشارکتی, مهارت خودگردانی, مهارت تفسیر,

ملخص المقالة :

این پژوهش با هدف طراحی و اعتباریابی الگوی تفکر انتقادی و اثربخشی آن بر یادگیری مشارکتی در دانشجویان دانشگاه آزاد اسلامی واحد تهران شمال در سال  1396 انجام شد. روش پژوهش بر حسب هدف کاربردی و از نظر روش گردآوری داده­ها نیمه آزمایشی از نوع طرح پیش آزمون-پس آزمون همراه با گروه کنترل و پیگیری، همین­طور از نظر نوع داده آمیخته اکتشافی بود. جامعۀ آماری در بخش کیفی شامل 12 نفر از صاحب‌نظران و خبرگان دانشگاهی (متخصصان علوم تربیتی و فلسفه) بودند که با روش نمونه­گیری هدفمند انتخاب شدند. هم­چنین جامعه آماری در بخش کمّی شامل 60 نفر از دانشجویان دختر و پسر دوره کارشناسی حسابداری بودند که با استفاده از روش نمونه­گیری در دسترس، در دو گروه 30 نفر آزمایش و کنترل همتاسازی شدند. گروه آزمایش 8 جلسه 90 دقیقه‌ای تحت آموزش تفکر انتقادی قرار گرفتند و گروه کنترل در لیست انتظار ماندند. ابزار گردآوری داده­ها در بخش کیفی مصاحبه­های نیمه ساختاریافته انفرادی اکتشافی بود که برای حصول اطمینان از روایی بخش کیفی و به­منظور اطمینان خاطر از دقیق بودن یافته­ها از دیدگاه پژوهشگر، از نظرات اساتید و خبرگان این حوزه و متخصصان علوم تربیتی و فلسفه استفاده شد. در بخش کمّی نیز به­منظور گردآوری داده­ها از پرسشنامه یادگیری مشارکتی چو و باولی (1999) استفاده شد⁴. داده­های گردآوری‌شده حاصل از بخش کمّی از طریق آمار توصیفی و استنباطی (تحلیل عاملی اکتشافی، آزمون تحلیل کوواریانس و t وابسته) و با استفاده از نرم‌افزار SPSS-V22 و Lisrel-V8.8 تحلیل شد. یافته­ها نشان داد: از جمله مؤلفه‌های تفکر انتقادی شامل مهارت تحلیل، مهارت خودگردانی، مهارت ارزشیابی، مهارت استنباط و درک، مهارت توضیح و مهارت تفسیر بود. بر اساس ابعاد و مؤلفه‌های شناسایی‌شده، مدل پژوهش از برازش مناسبی برخوردار بود. نتایج پژوهش نشان داد که اثربخشی الگوی تفکر انتقادی طراحی‌شده بر یادگیری مشارکتی در بین دانشجویان مؤثر بوده و پایداری آن در طول زمان نیز ماندگار بوده است.

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