بررسی اثربخشی الگوی آموزشی پرسش و پاسخ در درس مطالعات اجتماعی پایه پنجم بر درک مفاهیم و تفکر انتقادی دانش آموزان
محورهای موضوعی : تکتونواستراتیگرافی
سعید محمودی بردزردی
1
(دانشجوی دکتری برنامه ریزی درسی دانشگاه تبریز)
اسکندر فتحی آذر
2
(استاد علوم تربیتی دانشگاه تبریز)
فیروز محمودی
3
(دانشیار گروه علوم تربیتی دانشگاه تبریز)
رحیم بدری گرگری
4
(دانشیار گروه علوم تربیتی دانشگاه تبریز)
کلید واژه: تفکر انتقادی, الگوی پرسش و پاسخ, درک مفاهیم مطالعات اجتماعی,
چکیده مقاله :
هدف از انجام این پژوهش، بررسی اثربخشی الگوی آموزشی پرسش و پاسخ در درس مطالعات اجتماعی پایه پنجم بر درک مفاهیم و تفکر انتقادی دانش آموزان بود. پژوهش حاضر یک پژوهش آمیخته بوده که از دو بخش تشکیل شده است. بخش اول طراحی الگوی آموزشی پرسش و پاسخ برای درس مطالعات اجتماعی بوده و بخش دوم، اعتباریابی الگو با اثربخشی بر درک مفاهیم و تفکر انتقادی است. در بخش کیفی از روش سنتزپژوهی (پژوهش تلفیقی) استفاده شد.در بخش کمی که هدف آن تأثیر الگوی طراحی شده بر درک مفاهیم علمی و تفکر انتقادی دانش‌آموزان پایه پنجم ابتدایی بود؛ با استفاد از یک طرح آزمایشی از بین دانش‌آموزان پایه پنجم شهرستان ایذه (50 نفر پسر) شامل 2 کلاس به عنوان نمونه آماری به صورت نمونه‌گیری تصادفی انتخاب و به طور تصادفی در دو گروه آزمایش و کنترل، قرارگرفتند.درک مفاهیم علمی و تفکر انتقادی در هردو گروه و در دو مرحله پیش آزمون و پس آزمون با ابزار آزمون تفکر انتقادی کرنل برای سنجش تفکر انتقادی و آزمون سنجش درک مفاهیم علمی محقق ساخته برای درس مطالعات اجتماعی مورد مقایسه قرار گرفتند.با استفاده از آزمون تحلیل کوواریانس داده‌های جمع‌آوری شده تجزیه و تحلیل شد. در بخش کیفی نتایج تحقیق منجر به طراحی الگویی شد که شامل هفت بُعد (مبانی، اصول، فنون و راهبردها، مراحل، انواع پرسش، اهداف و ارزشیابی) است، نتایج در بخش کمی تحقیق نشان داد که الگوی طراحی شده موجب افزایش تفکر انتقادی و درک مفاهیم در گروه آزمایش در درس مطالعات اجتماعی شده بود.
The present study aims to investigate the effectiveness of the question and answer model in social sciences course of grade 5 on understanding the concepts and critical thinking of students. This research is a combinational one composed of two parts. The first part is allocated to designing a question and answer model for social studies course and the second is model validation with the effectiveness of understanding concepts and critical thinking. In the qualitative section, the synthesis research method (compilation research) was used. In the quantitative section, the purpose of which was to influence the designed model on the understanding of the scientific concepts and critical thinking of the fifth grade elementary students, using a pilot project among the fifth grade students of Izeh city (50 male students) including two classes as sample selected randomly and then divided into two experimental and control groups. Understanding scientific concepts and critical thinking in both groups and in two stages of pre-test and post-test with Kernel's Critical Thinking Test Tool was used to measure critical thinking and to test the understanding of researcher-made scientific concepts for social studies course. Data were analyzed using covariance analysis. In the qualitative part of the research, the results led to the design of a model consisting of seven dimensions (fundamentals, principles, techniques and strategies, stages, types of questions, objectives, and evaluation), in the quantitative part, the results showed that the designed model improved critical thinking and Understanding the concepts in the experimental group
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