مطالعه تجربی تاثیر آموزش تفکر ژرف اندیشانه بر یادگیری پژوهش محور دانش آموزان در درس علوم ابتدایی
محورهای موضوعی : تکتونواستراتیگرافی
مهدی محمدی
1
(عضو هیات علمی دانشگاه شیراز)
خاطره محمد جعفری
2
(دانشجو دکتری مطالعات برنامه درسی دانشگاه شیراز)
رحمت اله مرزوقی
3
(عضو هیات علمی دانشگاه شیراز)
مریم شفیعی
4
(عضو هیآت علمی دانشگاه شیراز)
فریبا خوسبخت
5
(عضو هیات علمی دانشگاه شیراز)
کلید واژه: دانش آموزان, تفکر ژرف اندیشانه, یادگیری پژوهش محور, علوم,
چکیده مقاله :
هدف کلی پژوهش بررسی تاثیر آموزش تفکر ژرف اندیشانه بر توسعه یادگیری پژوهش محور دانش آموزان در درس علوم پنچم ابتدایی شهر کرمان بود. جامعه آماری شامل دانش آموزان پایه پنجم مقطع ابتدایی شهر کرمان بود. با استفاده از روش نمونه گیری در دسترس، 23 نفر از دانش آموزان دختر دو کلاس پنجم دوره ابتدایی از یک دبستان دولتی در یک منطقه متوسط انتخاب شدند. برای ارزیابی میزان یادگیری پژوهش محور دانش آموزان، از جعبه ابزار معلمان برای دانش آموزان پیش دبستانی تا هشتم در درس علوم و دو آزمون معلم ساخته درس علوم پنجم استفاده شد. یافته‌ها نشان داد که پس از آموزش تفکر ژرف اندیشانه، دانش آموزان گروه آزمایش از نظر سطح یادگیری پژوهش محور به سطح کارآموز رسیدند و تفاوت معنی داری را با گروه کنترل نشان دادند. بنابراین آموزش تفکر ژرف اندیشانه تاثیر مثبت و معنی داری بر یادگیری پژوهش محور دانش آموزان در درس علوم دارد. با استفاده از آموزش تفکر ژرف اندیشانه، دانش آموزان قادر خواهند بود از روش علمی تبعیت نموده و از منابع، تجهیزات و فناوری ها استفاده نموده و از همه اصطلاحات و مفاهیم علمی، متفکرانه بهره ببرند.
Aim: Aim of Research was to study the effect of Reflective thinking based teaching on development of Students’ inquiry based learning of science lessons of primary schools. Sampling and sample size: Statistical population included elementary students of Kerman studying in fifth. According to Convenience Sampling method, 46 students of two fifth grade classes in a primary school were selected.
Instruments: Research instruments were “teacher tool box for preschool to eight grade students in science” and two teacher made tests”.
Results: Inquiry based learning level of students who were taught based on reflective thinking was significantly higher than control group.in the fields of using scientific tools and technology, utilizing scientific methods and argument strategies, establishing scientific communication and using scientific concepts and data.
Conclusions: Using reflective thinking teaching, students can obey scientific method in answering and using resources, equipment and technologies and take advantage from all scientific terms and concepts thoughtfully.
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