تعیین شاخص‌ها و الگوی فرآیندی تفکر انتقادی در آموزش و یادگیری
محورهای موضوعی : پژوهش در برنامه ریزی درسیمحسن ترکزاده 1 , بهرام برزگر 2 , فاخته ماهینی 3
1 - دانشجوی دوره دکتری تخصصی حسابداری، واحد بوشهر، دانشگاه آزاد اسلامی، بوشهر، ایران
2 - استادیار گروه حسابداری، واحد بوشهر ، دانشگاه آزاد اسلامی، بوشهر، ایران
3 - استادیار گروه علوم تربیتی، واحد بوشهر، دانشگاه آزاد اسلامی، بوشهر، ایران
کلید واژه: تفکر انتقادی, آموزش حسابداری, نظریه پردازی داده بنیاد,
چکیده مقاله :
پژوهش حاضر، باهدف تعیین شاخص‌های تفکر انتقادی در آموزش و یادگیری در ایران بر مبنای نظریه داده بنیاد با رویکرد سیستماتیک منسوب به اشتراوس و کوربین و منطق پارادایمی انجام شد. حوزه این پژوهش شامل متون و نظریات مربوط به آموزش تفکر انتقادی در حسابداری بوده است. جهت جمع‌آوری داده‌های مورد نیاز؛ علاوه بر ادبیات تحقیق، از تکنیک مصاحبه نیمه ساختار یافته با اساتید دانشگاه‌های برتر و روش نمونه‌گیری گلوله‌برفی استفاده شده است. تحلیل داده‌ها بر مبنای سه مرحله کدگذاری باز، کدگذاری محوری و کدگذاری انتخابی انجام شد. یافته‌ها با 41 مفهوم/مضامین و 212 شناسه نهایی در شش مقوله کلی دسته‌بندی شد. در نهایت نظریه اولیه اجرایی الگوی فرآیندی تفکر انتقادی در آموزش و یادگیری دانشجویان حسابداری بصورت الگوی پارادایمی مفهومی تدوین شد. از آنجا که توانایی تفکر انتقادی یک پیامد مهم آموزش است، نیاز به تحقیقات بیشتر و توسعه مداوم ابزارهای پایا و روا برای اندازه‌گیری تفکر انتقادی دانشجویان به منظور هدایت راهبردهای آموزشی که به طور موثر تفکر انتقادی را در میان دانشجویان تسهیل نماید، وجود دارد.
The aim of this study was to determine the indicators of critical thinking in teaching and learning in Iran based on Grounded Theory with a systematic approach attributed to Strauss and Corbin and paradigm logic. The scope of this research includes all literature and theories related to teaching critical thinking in accounting. To collect the required data, research literature, the technique of semi-structured interviewing of famous teachers in top universities and the method of snowball sampling were used. Data analysis was performed based on three stages of open coding, axial coding and selective coding. Findings were categorized into six general categories with 41 concepts/themes and 212 final identifiers. Finally, the initial theory of the executive model of the critical thinking process model in teaching and learning of accounting students was developed as a conceptual paradigm model. Because the ability to think critically is an important consequence of education, there is a need for further research and continuous development of reliable and validated tools to measure students' critical thinking in order to conduct educational strategies that effectively facilitate critical thinking among students.
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