An investigation of the teachers’ perception from critical thinking

Subject Areas : Educational Psychology

Morteza razavian shad ¹ ( دانشجوی دکترای روانشناسی تربیتی دانشگاه تبریز )
Khalil soltan Qorai ² ( استاد دانشگاه تبریز )

Received: 2016-04-09 Accepted : 2016-04-09 Published : 2016-04-09

Keywords: critical thinking, Perception, phenomenology,

Abstract :

The goal of this research was to investigate the teachers’ perception of critical thinking. The research method was qualitative with interpretative phenomenology approach. To this aim semi-systematical interview was done with 24 teachers from Tehran tenth region. The teachers presented their views about critical thinking. Gathered data from these interviews were analyzed through Smith phenomenological approach. Four themes were obtained from interviews that can determine teachers’ perception of critical thinking. They included: 1.Critical thinking definition. 2.prerequisites of instruction critical thinking. 3.Critical thinking teaching  methods. 4.The outcome of using critical thinking. The findings of the research present a clear picture of teachers’ perception about critical thinking. Since the teachers’ perception about the prerequisites of instruction for critical thinking and critical thinking methods were not appropriate, it seems necessary for teachers to be acquainted with these issues.

References:

ادیب حاج باقری، محسن.پرویزی، سرور وصلصالی، مهوش (1389). روش‌های تحقیق کیفی. تهران: بشری.

بدری گرگری، رحیم (1387). تأثیر باز اندیشی بر تفکر انتقادی دانشجو معلمان و طراحی روش مناسب برای پرورش مهارت تفکر انتقادی آنها.رساله دکتری، دانشگاه تبریز.

بدری‌گرگری، رحیم و فتحی‌آذر، اسکندر (1386). مقایسه تأثیر یادگیری مبتنی بر حل مسأله گروهی و روش تدریس سنتی بر تفکر انتقادی دانشجو معلمان. مطالعات تربیتی و روان‌شناسی، دوره هشت شماره هشتمص27 تا 42.

حسینی، سیدعباس و بهرامی، مسعود (1381). مقایسه تفکر انتقادی در دانشجویان سالاول و سال آخرکار شناسی. مجله ایرانی آموزش در علوم پزشکی،شماره 6، صص 21-26.

شعبانی، حسن (1378). تأثیر روش حل مسأله بصورت کارگروهی بر تفکر انتقادی و پیشرفت تحصیلی دانش آموزان پایه چهارم ابتدایی.رساله دکتری، تهران: دانشگاه تربیت مدرس.

صداقت،مریم (1385). بررسی مبانی و اصول پرورش تفکر در دانش‌آموزان.معاونت پژوهشی جهاد دانشگاهی واحد تهران.

عسگری،محمد (1386). مقـایسه تـأثیر تکالیـف نـوشتـاری بـر تفکـر انتقـادی دانش آموزان پسر سال اول دوره متوسطه تحصیلی ملایر در درس زیست شناسی و مطالعات اجتماعی. رساله دکتری، دانشگاه علامه طباطبایی.

قریب،میترا و همکاران (1388). مقایسه مهارت‌های تفکر انتقادی و گرایش تفکر انتقادی در دانشجویان ترم اول و آخر مدیریت خدمات بهداشتی – درمانی. مجله ایرانی آموزش در علوم پزشکی شماره 22.

کیامنش،علیرضا و نوری، رحمان (1376). سومین مطالعه بین‌المللی پیشرفتتحصیلی ریاضی و علوم (TIMSS) در ایران. تهران: پژوهشکدهتعلیم و تربیت.

کرین، ویلیام (1388).نظریه‌های رشد، مفاهیم و کاربرد. (ترجمه: غلامرضاخویی‌نژاد و علیرضا رجایی) تهران. انتشارات رشد [چاپ سوم].

مارزانو،رابرت. رنکین، استوارت و سوحیرز، کارولین (1380). ابعاد تفکر در برنامه‌ریزی درسی و تدریس. (ترجمه  قدسی ا حقر:یسطرون).

مایرز،چت (1386). آموزش تفکر انتقادی (ترجمه خدایار ابیلی، چاپ هفتم).تهران: سمت.

معین، محمد (1387). فرهنگ فارسی معین. تهران. انتشارات فرهنگ نما.

Banning, B., (2006). Measures that can be used to instill critical thinking skill in nurse prescribers. Nurse Education In Practice, 6, pp.98-105.

Dewey, j., (1933). How we thinking. Heath, Lexington, M.a. Ennis, C., (1991). Discrete thinking in two teachers physical education classes. The Elementary School Journal,91, p.p.473-486.

Facione, p., Facione, N., and Giancarlo, c. (2001).The disposition toward critical thinking: it’s character, measure ment and relation ship to critical thinking skill. California Academic Press, 20.p.p.1-61-84.

Facione, p.a., (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. America Philosophical Eric Document Reproduction Services. NO. ED 315423.

Fuller, R.G., (1977). Multidisciplinary piagetiant-based program for college freshmen. Lincoln: University Of Nebraska At Lincoln Press.

Giancarlo, c.,and Facione, p., (2001). A look across four years at the disposition toward critical thinking among undereducated student. Journal Of General Education,59, pp. 29-55.

Glasser, B., (1992). Emergence vs Forcing: Basics of grounded theory analysis. Mill valley, sociology press.

Halpern.D.,F., (1998).Teaching critical thinking for transfer across domains. American Psychologist, 3, pp. 449-455.

kuhn, D.and Dean.D., (2004). Metacognition. cognitive p

sychology and Education practice. 43. pp. 268-273.

Malkani, G.and Allen, J.(2005). Case in teacher education: beyond reflection into practice. Paper Presented at theAnnual Meeting of the American Educational ResearchAssociation, Montreal, Canada.

MC peck, J. (1981). Critical thinking and education. NewYork: St.Martins press.

ozturk, c.Musulu, G and dicle, A., (2007). A comparison of problem-based learning and tradiotional education on nursing students critical thinking. NurseEducation today.

paul, R.c., (1997).Teacher’s of teachers: examining preparation for critical thinking. Annual Meeting of the American Educational Research Association (March24-28, Chicago, IL

Paul, R.c., (1992). Critical thinking what every person needs to survive in a rapidly changing word.Santa rosa.Foundation for critical thinking.

porter.s., (1996). Qualitative research. In Cormack DFS(Ed)The Research process in nursing.3^rd ed. Edinburg:Blackwell science.

Reed.H.j., (1998). Effect of a model for critical thinking on student achievement in primary source document analysis and interpretation , argumentative reasoning thinking disposition and history content in a community college history course. Theses of doctorate,University   of SouthFlorida.

Ring, T.R., (1993). Self – Confidence and critical thinking: changes during the student teaching experience.Annual Meeting of the Mild – south EducationalResearch Association (new orlean, LA, November,10-12).

Rokach, A. and Brock. (1997). Loneliness and the effects of life changes. Journal of Psychology. 13(3):284-98.

Simpson,E., (2002). The Development of critical thinking in Saudi northes: An Ethnographical approach.DoctoralDissertation, School of Nursing Faculty of Health.

Sinatra,G., southertand,s., Mc Connaughy, F.and Demates,J. (2000). Intentions and belief in students understanding and acceptance of biological evolution. Journal of Researchin Science Teaching, 40, pp. 510 – 528.

Tsui, l. (1999). Courses and instruction affecting critical thinking. Research in Higher Education.40, pp. 185-200.

Van Manen.M., (1997). Researching lived experience. Humanscience for an action sensitive pedagogy (2^nd Ed).Ontario, Althouse press.

Windschitl, M.,and Andre, T., (1998). Using computer simulations to enhance conceptual change. Journal ofResearch in Science Teaching, 35, pp 145-260.

Woolfolk, A., (2001). Educational Psychology. 8th ed.Boston. Allyn and Bacon.

Zimmerman, B.j., Mortanez and Pons, M., (1990). Studentdifference in self-regulated learning: Self – efficiency and strategies use. Journal of Educational psychology, 82, pp. 51-59.