تعیین شاخص‌ها و الگوی فرآیندی تفکر انتقادی در آموزش و یادگیری
الموضوعات : پژوهش در برنامه ریزی درسیمحسن ترکزاده 1 , بهرام برزگر 2 , فاخته ماهینی 3
1 - دانشجوی دوره دکتری تخصصی حسابداری، واحد بوشهر، دانشگاه آزاد اسلامی، بوشهر، ایران
2 - استادیار گروه حسابداری، واحد بوشهر ، دانشگاه آزاد اسلامی، بوشهر، ایران
3 - استادیار گروه علوم تربیتی، واحد بوشهر، دانشگاه آزاد اسلامی، بوشهر، ایران
الکلمات المفتاحية: تفکر انتقادی, آموزش حسابداری, نظریه پردازی داده بنیاد,
ملخص المقالة :
پژوهش حاضر، باهدف تعیین شاخص‌های تفکر انتقادی در آموزش و یادگیری در ایران بر مبنای نظریه داده بنیاد با رویکرد سیستماتیک منسوب به اشتراوس و کوربین و منطق پارادایمی انجام شد. حوزه این پژوهش شامل متون و نظریات مربوط به آموزش تفکر انتقادی در حسابداری بوده است. جهت جمع‌آوری داده‌های مورد نیاز؛ علاوه بر ادبیات تحقیق، از تکنیک مصاحبه نیمه ساختار یافته با اساتید دانشگاه‌های برتر و روش نمونه‌گیری گلوله‌برفی استفاده شده است. تحلیل داده‌ها بر مبنای سه مرحله کدگذاری باز، کدگذاری محوری و کدگذاری انتخابی انجام شد. یافته‌ها با 41 مفهوم/مضامین و 212 شناسه نهایی در شش مقوله کلی دسته‌بندی شد. در نهایت نظریه اولیه اجرایی الگوی فرآیندی تفکر انتقادی در آموزش و یادگیری دانشجویان حسابداری بصورت الگوی پارادایمی مفهومی تدوین شد. از آنجا که توانایی تفکر انتقادی یک پیامد مهم آموزش است، نیاز به تحقیقات بیشتر و توسعه مداوم ابزارهای پایا و روا برای اندازه‌گیری تفکر انتقادی دانشجویان به منظور هدایت راهبردهای آموزشی که به طور موثر تفکر انتقادی را در میان دانشجویان تسهیل نماید، وجود دارد.
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