اثربخشی روش تدریس حل مساله برتفکر نقادانه و عملکرد تحصیلی دانش‌آموزان پایه ششم شهر بیرجند
محورهای موضوعی : آموزش و پرورش
سمیه ابراهیمی دلاز
1
(دانش آموخته کارشناسی ارشد رشته مدیریت آموزشی، واحد الکترونیکی، دانشگاه آزاد اسلامی.
آموزگار موسسه آموزشی سما، بیرجند)
عباس قلتاش
2
(دانشیار گروه علوم تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت. ایران)
کلید واژه: تفکر نقادانه, عملکرد تحصیلی, روش تدریس حل مساله,
چکیده مقاله :
چکیدهمقدمه و هدف:پژوهش حاضر با هدف تبیین تأثیرروش تدریس حل مسأله برتفکر نقادانه و عملکرد تحصیلی دانش‌آموزان پایه ششم شهر بیرجند انجام گرفت.روش شناسی پژوهش: این پژوهش به شیوه مطالعه مداخله ای با طرح پیش آزمون _پس آزمون با گروه کنترل انجام گردید. جامعه آماری مورد مطالعه دانش‌آموزان پایه ششم شهر بیرجند در سال تحصیلی 1400_1399بوده است که به شیوه نمونه‌گیری خوشه ای تصادفی دو پایه انتخاب و به طور تصادفی به دو گروه آزمایش و گواه تقسیم شد. با استفاده از روش تدریس حل مسأله به دانش‌آموزان درس علوم تدریس شد و گروه کنترل به صورت معمول آموزش دیدند. قبل و بعد از اعمال متغیر مستقل (تدریس حل مسأله) از دانش‌آموزان پیش آزمون و پس آزمون گرفته شد. جهت سنجش عملکرد تحصیلی دانش‌آموزان از پرسشنامه عملکرد تحصیلی فام وتیلور (1999) وجهت سنجش تفکر نقادانه دانش‌آموزان از پرسشنامه گرایش به تفکر نقادانه کالیفرنیا (فاسیون، 1992) استفاده شده است. داده ها با استفاده از مطالعات آمار توصیفی و استنباطی و استفاده از آزمون های آماری شاپیرو-ویلک (جهت بررسی نرمالیتی)، آزمون لون (جهت بررسی همگنی واریانس ها) و تحلیل کوواریانس یک متغیره و چند متغیره و به کمک نرم افزار آماری SPSS نسخه 23 تجزیه و تحلیل شد.یافته ها: نتایج نشان‌دهنده این است که آموزش با رویکرد حل مسأله بر تفکر نقادانه و عملکرد تحصیلی دانش‌آموزان تأثیر معنی‌داری دارد (05/0>P).
Introduction: The aim of this study was to explain the effect of problem-solving teaching methods on critical thinking and academic performance of sixth grade students in Birjand city.Research Methodology: This research was conducted as an intervention study with a pre-test and post-test design with a control group. The statistical population was the sixth grade students of Birjand city in the academic year 2021-2022 and the samples were selected by random double-stage cluster sampling and they were randomly divided into experimental and control groups. Using the problem-solving teaching method, the science course was taught and the control group was trained as usual. Before and after applying the independent variable, pre-test and post-test were taken from the students. The Pham & Taylor (1999) Student Performance Questionnaire was used to assess students' academic performance, and the California Critical Thinking Orientation Questionnaire (Facion, 1992) was used to assess students' critical thinking. Data were analyzed using descriptive and inferential statistical studies and Shapiro-Wilk statistical tests (to check normality), Levene's test (to check the homogeneity of variances) and univariate and multivariate analysis of covariance through SPSS software version 23.Findings: The results indicate that problem-solving education has a significant effect on students' critical thinking and academic performance (p<0.05).
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