طراحی و اعتباریابی الگوی تفکر انتقادی و اثربخشی آن بر یادگیری مشارکتی در دانشجویان دانشگاه آزاد اسلامی واحد تهران شمال

محورهای موضوعی : آموزش و پرورش

فاطمه احمدبیگی ¹ , قدسی احقر ² , محسن ایمانی نائینی ³

1 - استادیار،گروه علوم تربیتی دانشکده علوم انسانی، دانشگاه آزاداسلامی واحد تهران شمال،تهران، ایران
2 - دانشیار پژوهشگاه مطالعات، سازمان پژوهش و برنامه‌ریزی آموزشی، وزارت آموزش و پرورش
3 - دانشیار گروه فلسفه تعلیم و تربیت، دانشگاه تربیت مدرس، تهران، ایران

تاریخ دریافت : 1397/05/18 تاریخ پذیرش : 1398/07/29 تاریخ انتشار : 1398/06/01

کلید واژه: دانشجویان, تفکر انتقادی, یادگیری مشارکتی, مهارت خودگردانی, مهارت تفسیر,

چکیده مقاله :

این پژوهش با هدف طراحی و اعتباریابی الگوی تفکر انتقادی و اثربخشی آن بر یادگیری مشارکتی در دانشجویان دانشگاه آزاد اسلامی واحد تهران شمال در سال  1396 انجام شد. روش پژوهش بر حسب هدف کاربردی و از نظر روش گردآوری داده­ها نیمه آزمایشی از نوع طرح پیش آزمون-پس آزمون همراه با گروه کنترل و پیگیری، همین­طور از نظر نوع داده آمیخته اکتشافی بود. جامعۀ آماری در بخش کیفی شامل 12 نفر از صاحب‌نظران و خبرگان دانشگاهی (متخصصان علوم تربیتی و فلسفه) بودند که با روش نمونه­گیری هدفمند انتخاب شدند. هم­چنین جامعه آماری در بخش کمّی شامل 60 نفر از دانشجویان دختر و پسر دوره کارشناسی حسابداری بودند که با استفاده از روش نمونه­گیری در دسترس، در دو گروه 30 نفر آزمایش و کنترل همتاسازی شدند. گروه آزمایش 8 جلسه 90 دقیقه‌ای تحت آموزش تفکر انتقادی قرار گرفتند و گروه کنترل در لیست انتظار ماندند. ابزار گردآوری داده­ها در بخش کیفی مصاحبه­های نیمه ساختاریافته انفرادی اکتشافی بود که برای حصول اطمینان از روایی بخش کیفی و به­منظور اطمینان خاطر از دقیق بودن یافته­ها از دیدگاه پژوهشگر، از نظرات اساتید و خبرگان این حوزه و متخصصان علوم تربیتی و فلسفه استفاده شد. در بخش کمّی نیز به­منظور گردآوری داده­ها از پرسشنامه یادگیری مشارکتی چو و باولی (1999) استفاده شد⁴. داده­های گردآوری‌شده حاصل از بخش کمّی از طریق آمار توصیفی و استنباطی (تحلیل عاملی اکتشافی، آزمون تحلیل کوواریانس و t وابسته) و با استفاده از نرم‌افزار SPSS-V22 و Lisrel-V8.8 تحلیل شد. یافته­ها نشان داد: از جمله مؤلفه‌های تفکر انتقادی شامل مهارت تحلیل، مهارت خودگردانی، مهارت ارزشیابی، مهارت استنباط و درک، مهارت توضیح و مهارت تفسیر بود. بر اساس ابعاد و مؤلفه‌های شناسایی‌شده، مدل پژوهش از برازش مناسبی برخوردار بود. نتایج پژوهش نشان داد که اثربخشی الگوی تفکر انتقادی طراحی‌شده بر یادگیری مشارکتی در بین دانشجویان مؤثر بوده و پایداری آن در طول زمان نیز ماندگار بوده است.

چکیده انگلیسی:

The present research was conducted with the aim of Designing and validation of critical thinking model and its effectiveness on cooperative learning in Students of Islamic Azad University, North Tehran Branch in 1396. The research was practical in terms of objectives and Semi-experimental, pre-test and post-test design with control and follow-up group in terms of data collection method. Moreover, it was exploratory mixed in terms of type of data. In the qualitative section, the population consisted of 12 of experts of the scientific community and organizational specialists (Specialists in Education and Philosophy) who were selected using purposive sampling method. Furthermore, in the quantitative section, the population consisted of 60 male and female undergraduate students were selected using sampling method and matched in two groups of 30 experimental and control groups. The experimental group received eight 90-minute sessions of critical thinking training, and the control group remained on the list. Data collection tool was individual exploratory Semi-structured interview in the section of qualitative research which valuable opinions of professors and specialists familiar with the area of Specialists in Education and Philosophy who were informed in this area were employed in order to investigate the validity of the results. In the section of quantitative research, Cooperative learning Cho and Bowley (1999) were used to collect data. Content validity was used in order to analyze qualitative data of the research. Moreover, the collected data were analyzed through descriptive (Frequency, percentage frequency, mean, standard deviation, and range of changes) and inferential (Exploratory factor analysis, Mancova and dependent t) statistics using SPSS-V22 and Lisrel-V8.8 software. The findings demonstrated: One of the components of critical thinking included analysis skills, self-management skills, assessment skills, inferential and understanding skills, explanatory skill and interpretation skills. Based on the dimensions and components identified, the research model was fit to fit. The results showed that the effectiveness of the critical thinking model designed for cooperative learning among students was effective and its sustainability over time was also persistent.

منابع و مأخذ:

• Abdollahi Adli Ansar, Vahideh; Fathi Azar, eskandar and Alaei, Parvaneh. (2010). Role of Readiness for Self-Learning - Leader and Attitude of Critical Thinking in Studying the Academic Performance of Students of Tabriz University. New psychological research.Spring 2010 , Vol 5 , No 17 ; pp 79 - 100 . (in Persian)


• Amin  bidokhti،Aliakbar؛ Jafari ،Sakineh؛Nabavi،syedi maryam؛(2017)؛ The role of mediator of participatory learning in the relationship between the academic competence and faculty competency of the faculty members with the achievements of students in Semnan University.(in Persian)


• Amin Khandagi, Maghsood and Pak Mehr, Hamideh. (2011). The relationship between students' critical thinking and mental health in Mashhad UniversityofMedicalSciences, Journal of Fundamentals of Mental Health ، Summer 2011, Vol. 13, No. 2(50), PP. 114-123(in Persian)


• Amini, Mohammad, Madani, Seydahmad and Asgarzadeh, Zahra. (2014). A study of engineering students’ critical thinking skills, Vol.16 No.(63),PP39- 59.(in Persian)


• Behrangi،MR؛Moradi،A(2017) Studying students' self-directed learning is effected by teaching the academic subject of the principles and philosophy of education through Management Education With a focus on participatory teaching (Jygsav) Vol 8, Issue 32 , PP 107-128


• Carter, A. G., Creedy, D. K., & Sidebotham, M. (2017). Critical thinking skills in midwifery practice: Development of a self-assessment tool for students. Midwifery, 50, pp184-192.‏


• Dado, M., & Bodemer, D. (2017). A review of methodological applications of social network analysis in computer-supported collaborative learning. Educational Research Review, 22, pp159-180.‏


• De Bie, H., Wilhelm, P., & Van der Meij, H. (2015). The Halpern critical thinking Assessment: Toward a Dutch appraisal of critical thinking. Thinking skills and creativity, 17, pp33-44.‏

 

• Elahi Shirvan،arash؛Zolfaghari rawram،Asma؛Elahi shirvan،Azadeh(2014) Study and compare the impact of individual and collaborative learning on Brett Critical Thinking     Accounting Companies Students Accounting School Shirvan/The first National Conference on Management and Accounting in the New World of Business, Economics and Culture،ali abad katool(in Persian)


• Fahimm, Mansoor and Shakouri, Masouleh, Nima. (2012), critical thinking in higher education: A pedegojical look, Journal of Thoery and Practice in Language Studies, Vol. 2, No. 7, pp. 1370-1375(in Persian)


• Falloon, G., & Khoo, E. (2014). Exploring young students' talk in iPad-supported collaborative learning environments. Computers & Education, 77, 13-28.‏


• Hamer, L. O., & O’Keefe, R. D. (2013). Achieving Change in Students’ Attitudes Toward Group Projects by Teaching Group Skills. Journal of Higher Education Theory and Practice, 13(2), pp25-33.


• Hosseini Nasab, Davoud and Moghadam, Mohammad. (2007). The Effect of Reflective Action on Critical Thinking of Students-Teachers. Quarterly Journal of Advanced Psychological Research,Vol.2 No(7),PP 1-24.(in Persian)


• Huang, M. Y., Tu, H. Y., Wang, W. Y., Chen, J. F., Yu, Y. T., & Chou, C. C. (2017). Effects of cooperative learning and concept mapping intervention on critical thinking and basketball skills in elementary school. Thinking Skills and Creativity, 23, pp207-216.‏


• Javidi Kalate Jafar Abadi, Tahereh and Abdoli, afsaneh. (2010). Critical Thinking Change in Students at Ferdowsi University of Mashhad. Quarterly Journal of Educational Studies in Psychology,  Autumn and Winter 2010.year11  No.(2), PP 103-120(in Persian)


• Jones, T. (2017). Playing Detective to Enhance Critical Thinking. Teaching and Learning in Nursing, 12(1), pp73-76.‏


• Kass, P. H. (2016). Critical Thinking, Now More Than Ever. Advances in Small Animal Medicine and Surgery, 29(8), pp1-3.‏


• Ke, F., & Carafano, P. (2016). Collaborative science learning in an immersive flight simulation. Computers & Education, 103, pp114-123.‏

 

• Khan, F. M. A., & Masood, M. (2015). The effectiveness of an interactive multimedia courseware with cooperative mastery approach in enhancing higher order thinking skills in learning cellular respiration. Procedia-Social and Behavioral Sciences, 176, pp977-984.


• Khoshneshin, Z. (2011). Collaborative critical thinking in online environment. Procedia-Social and Behavioral Sciences, 30,pp 1881-1887.‏(in Persian)


• Kim, H. R., Song, Y., Lindquist, R., & Kang, H. Y. (2016). Effects of team-based learning on problem-solving, knowledge and clinical performance of Korean nursing students. Nurse education today, 38, pp115-118


• Konani, E., & Bagrezaei, S. (2011). Characterization Distributions Based on KullbackLeibler Information of Order Statistics and Record Values. Journal of Statistical Sciences, 5(1),pp 75-86.


• Kuhpayehzadeh Isfahan J, jazayeri S, aryaeian N, Karami Aqhqhalleh H(2017) The effect of team-based learning on critical thinking of nursing students at Iran University of Medical Sciences in 2014. jmed. 2017; 11 (3): 186-200(in Persian)


• Laisema, S., & Wannapiroon, P. (2014). Design of collaborative learning with creative problem-solving process learning activities in a ubiquitous learning environment to develop creative thinking skills. Procedia-Social and Behavioral Sciences, Vol116,pp 3921-3926.


• Lin, T. C., Chen, C. M., Hsu, J. S. C., & Fu, T. W. (2015). The impact of team knowledge on problem solving competence in information systems development team. International Journal of Project Management, Vol33 No(8), pp1692-1703.


• Lin, Z. C. (2013). Comparison of technology-based cooperative learning with technologybased individual learning in enhancing fundamental nursing proficiency. Nurse education today,Vol 33No(5),pp 546-551


• Malmberg, J., Järvelä, S., & Järvenoja, H. (2017). Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning. Contemporary Educational Psychology, 49, pp160-174.‏

 

• Masek, A., & Yamin, S. (2012). The impact of instructional methods on critical thinking: a comparison of problem-based learning and conventional approach in Engineering education. ISRN Education, 2012.‏


• Mobasheri, Farzaneh; Manoochehri khorram makani, Mahin and Nowroozi, Fatemeh. (2017( Critical Thinking Skills in Undergraduate Students of Fasa University of Medical Sciences. Development Strategies in Medical Education, Vol: 4, Issue: 1. https://www.civilica.com/Paper-JR_DSME-JR_DSME-4-1_002.html.(in Persian)

 

• Nadi, Mohammad Ali; Gardan shekan, Maryam and Golparvar, Mohsen. (2011). The Effect of Critical Thinking, Problem Solving and Metacognition on Self-directed Learning in Students. Research in Curriculum Planning, Vol.8 No.(29-28), pp53-61. (in Persian(


• Petrovici, M. A. (2013). Effective methods of learning and teaching: a sensory approach. Procedia-Social and Behavioral Sciences, 93, pp146-150.


• Pitt, V., Rowis, D., Levett-Jones, T., & Hunter, S. (2015). The influence of critical thinking skills on performance and progression in a pre-registration nursing program. Nurse education today, 35(1), 125-131.‏


• Rajati،parvaneh؛Hadidi،Nasrin؛Shahri،Saeedeh،(2017) The Effect of Teaching Critical Thinking Skills on the Motivation of Iranian Pupils، Training and Evaluation of the 10th Summer of 2017, No. 38 (in Persian)


• Ranjbar،hossein؛Esmaeili،habib A؛(2017) Comparative study on the effect of individual and participatory learning on critical thinking of nursing and midwifery students.Vol.14.No 1.pp 17-27(in Persian)

 

• Shabouni Z, Nouhi E, Okhovati M.(2016) The Effect of Team-Based Learning in Medical Information Systems Course on Academic Achievement in Postgraduate Students of Kerman University of Medical Sciences, Iran. 2016; Vol13 No(1): 75-83(in persian)

 

• Sharma, R., & Singh, R. (2011). Critical analysis of biorhythms and their effect on industrial accidents in Agra casting manufacturing units.‏


• Siegel, H. (2010), Critical thinking, International Encyclopedia of Education, Vol. 6. pp. 141-145.


• Singh, S., Pai, D. R., Sinha, N. K., Kaur, A., Soe, H. H. K., & Barua, A. (2013). Qualities of an effective teacher: what do medical teachers think?. BMC medical education, Vol13No(1), 128.


• Uzunöz, F. S., & Demirhan, G. (2017). The effect of creative drama on critical thinking in preservice physical education teachers. Thinking Skills and Creativity, 24, pp164-174.‏


• Viskarami، hasan ali؛Gravand،Hooshang&et al(2011) A Comparative Study of Self-directed Thinking Styles Using Nursing Students in Mashhad University of Medical SciencesVol۴ No(۲):pp ۵۳-۶۲(in Persian)


• Wade, S. L., Cassedy, A. E., Fulks, L. E., Taylor, H. G., Stancin, T., Kirkwood, M. W., ... & Kurowski, B. G. (2017). Problem-Solving After Traumatic Brain Injury in Adolescence: Associations With Functional Outcomes. Archives of physical medicine and reabilitation


• Yarmohammadi vasel،Mosayeb; Zoghi Paydar, Mohammad Reza and Mohammadi, Abbas. (2017).  The Effect of Prosthetic Method Training on Cognitive Processes of Critical Thinking; Analysis, Inference, Evaluation, Comparative and inductive reasoning. Journal of Cognitive Learning Strategies, Vol.5 No(8), pp79-92(in Persian)

 

• Zare, Hossein and Nahroanian, Parvaneh. (2017). The Effect of Critical Thinking on Self-Directed Problem Solving Styles. Quarterly Journal of Cognitive Science, Vol19 No(2) 85-96.(in Persian)


• Zeki A. The effects of micro-teaching on the critical thinking dispositions of pre-service teachers. Australian J Teach Educ. 2015;Vol40No(6):pp140-153.