Investigating and ranking effective factors and components on the implementation of Teaching Metacognitive Skills based on Quantum Thinking (quantum thinking)
Abbas Qholtash
1
(
Associate Professor, Department of Educational Sciences, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
)
Azam Karimi
2
(
Phd student of Curriculum Planning, Lamard Branch, Islamic Azad University, Lamard, Iran.
)
Aliasghar Mashinchi
3
(
Assistant Professor, Department of Education, Lamerd Branch, Islamic Azad University, Lamerd, Iran
)
کلید واژه: effective factors, Implementation, Metacognitive skills, quantum thinking,
چکیده مقاله :
This research was conducted with the aim of evaluating and ranking factors and components effective factors and components of metacognitive skills training based on quantum thinking. In terms of nature and purpose, this research is applied and in terms of strategy, it is a quantitative research with a survey approach. The statistical population consisted of student teachers of Shiraz universities who were studying and non-probability sampling method was used for sampling. The main tool for collecting research data was a researcher-made questionnaire based on the factors and components of similar previous researches. The findings showed that the 8 dimensions of macro policy, metacognitive curriculum content and quantum thinking, teaching and learning processes, use of information technology, interaction with scientific research centers, psychological foundations, evaluation methods of the characteristics of the adopters are effective which among two factors of metacognitive curriculum content and quantum thinking and the use of information technology have the highest ratings.
چکیده انگلیسی :
َ Investigating and ranking effective factors and components on the implementation of Teaching Metacognitive Skills based on Quantum Thinking (quantum thinking)
Abstract
This research was conducted with the aim of evaluating and ranking factors and components effective factors and components of metacognitive skills training based on quantum thinking. In terms of nature and purpose, this research is applied and in terms of strategy, it is a quantitative research with a survey approach. The statistical population consisted of student teachers of Shiraz universities who were studying and non-probability sampling method was used for sampling. The main tool for collecting research data was a researcher-made questionnaire based on the factors and components of similar previous researches. The findings showed that the 8 dimensions of macro policy, metacognitive curriculum content and quantum thinking, teaching and learning processes, use of information technology, interaction with scientific research centers, psychological foundations, evaluation methods of the characteristics of the adopters are effective which among two factors of metacognitive curriculum content and quantum thinking and the use of information technology have the highest ratings.
Keywords: Effective factors, implementation, metacognitive skills, quantum thinking.
Introduction
Quantum physics, the new paradigm of 20th century physics that replaced Isaac Newton's classical physics, is mostly used to calculate the motion of subatomic bodies (such as atoms, nuclei, and fundamental particles); But in fact it is true for all material objects that "quantum physics is the physics of possibilities" and the new quantum worldview focuses on the primacy of consciousness (Zohar, 2021). Quantum thinking goes beyond the thoughts we are aware of. This kind of thinking involves a kind of unconscious processing that not only expands the boundaries of our thoughts but can also free us from the pain that conscious processing (sometimes called the "monkey mind") creates for us and indeed the quantum message is that all parts of the world, including humans are dynamic, conscious and interconnected entities (Mohammadi Qashlaq, 2019). According to (2021) Nooshabadi and Rastegarpour, Quantum thought is derived from the research of quantum physics, which believes that the world is governed in a contradictory and irrational way. From another point of view, quantum thinking is an insightful approach to mind-body that tries to change the classical world in which phenomena have definite identity connect to the quantum world in which everything exists simultaneously in multiple realities are located (Acat & Ay,2014).
The quantum perspective shows that learning is inherently holistic and holographic reality. Quantum holism shows that man is connected with himself, others and the world environment. This correlation and interaction is possible in all things, all times and all places (Kristiani& Saragih, 2012). However, despite the presence of quantum in the field of various human sciences, including management, it seems that the field of educational sciences is a bit behind in keeping up with this modern science and needs more research in this field. Quantum thinking (which itself can be a generator of quantum learning) is a part of the quantum education process that suggests a different basis of looking and discovering and challenges old educational practices (Purwanto & Purwanto, 2011).
On the other hand, in the current era, the category of learning and paying attention to learners has become less important in such a way that it is said that successful learners are those who are known with strategic traits. One of these basic strategies is the metacognition strategy, which plays an essential role in the learning of learners. Metacognitive thoughts do not originate from external reality and its source is related to a person's mental representations of that reality, which can include what a person knows, how he works and how a person feels about it (Karimi Amooqin et al, 2013). Abdurrahman (2020) states that in integrated flipped learning, metacognitive awareness requires learners to reflect on what they know, care and are capable of doing, which not only helps learners expand self-aware, but also provide them with valuable information for training. It should be mentioned that although in the past years in the field of learning, cognitive strategies have attracted the attention of researchers, but basically, the metacognitive strategy works beyond the cognitive strategy. Hereof, Santrock (2008) a distinction is made between metacognitive knowledge and metacognitive activity. Metacognitive knowledge means the triple knowledge related to the learner himself, learning tasks and learning strategies. According to Santrock (2008), metacognitive activity occurs when the learner consciously puts his learning strategies under the supervision and guidance of problem solving and purposeful thinking and cognitive strategies help the learner to reach a specific goal, but metacognitive strategies make the learner know whether he has reached the goal or not.
Now considering importance of paying attention to two almost emerging thinking, quantum thinking and metacognitive strategy in the field of learning, it seems that the design and formulation of educational and curriculum programs in line with the implementation of metacognitive skills based on quantum thinking can be used to develop a framework a new and different way of thinking will take a new path while reaching the goal, which is to improve learning methods and solve the problems of traditional learning.
So that the concepts of quantum thinking help metacognition to be explored in a flexible way and from various dimensions and all its main aspects are taken into consideration. It is in the shadow of quantum thinking that one can see and recognize contradictions and doubts, check and re-examine thoughts and reach a harmonious order in this regard through disturbing chaos. Therefore, such a framework has the potential for a trained teacher, relying on flexible, dynamic and multi-faceted quantum thinking choose a different method of education for each student and from receiving any answer, even unrelated, find out a part of the student's need and a corner of the neglected necessity and try to correct it. it seems that this cycle of transformation, if implemented effectively, will lead to a change in the public's view and seeing differently, doing differently and take differently from the experience of teaching and learning.
Therefore, in the current research, the researcher seeks to identify and then rank the factors and components that affect the implementation of metacognitive skills training based on quantum thinking. Therefore, based on the goal, the main question of the research is: what is the review and ranking of the factors and components affecting the implementation of metacognitive skills training based on quantum thinking? And sub-questions also include:
1. What are the effective factors on the implementation of metacognitive skills training based on quantum thinking?
2. What are the effective components on the implementation of metacognitive skills training based on quantum thinking?
3. What is the ranking of the effective factors on the implementation of metacognitive skills training based on quantum thinking?
4. What is the ranking of the effective components on the implementation of metacognitive skills training based on quantum thinking?
Effective factors and components on the implementation of metacognitive skills training based on quantum thinking
In this section, the similar researches that has mentioned to one of the two keywords of quantum thinking or metacognitive skills in the matter of learning, were examined. As a result, with such a review, the effective factors and components on implementation of metacognitive skills training based on quantum thinking are introduced as follows:
Table 1. Effective factors and components on the implementation of metacognitive skills training based on quantum thinking
Row | Factors | Component | Reference |
1 | Macro policy field | Education system policy in the field of metacognition and quantum thinking curriculum | (Karami et al,2013) |
2 | The amount of metacognitive knowledge based on quantum thinking in the academic environment | (Heydari et al,2016) | |
3 | Allocating special funds to research activities in the field of metacognitive thinking | (Karimi Amooqin et al,2013) | |
4 | the curriculum content of metacognition and quantum thinking | Compliance with the selection of curriculum content with the structure of metacognition and quantum thinking | (Given& Deporter,2015) |
5 | Paying attention to the specialization of the curriculum content of metacognition and quantum thinking | (Karami et al,2013), (Heydari et al,2016), (Rajabi et al,2021) | |
6 | Awareness of the changes in the education system in the world | (Karimi Amooqin et al,2013) | |
7 | Changing the subject of courses according to scientific developments and the need to develop metacognitive knowledge | (Given& Deporter,2015) | |
8 | Teaching and learning processes | Using teaching methods based on metacognition and quantum thinking | (Royanto,2012), (Given& Deporter,2015) |
9 | Adapting new teaching methods to metacognitive curriculum goals | (Nazari Puri and Shariatnejad,2017) | |
10 | Participation in the implementation of metacognition curriculum based on quantum thinking | (Royanto,2012) | |
11 | Preparation for receiving and implementing metacognitive training and quantum thinking | (Janzen et al,2011) | |
12 | Providing a suitable opportunity for students-teachers to think about the complexity of metacognitive knowledge | (DS et al,2020) | |
13 | Creating an opportunity to analyze and evaluate metacognitive issues by student teachers | (Given& Deporter,2015) | |
14 | Use of information technology | Using virtual space and new technologies in teaching and learning | (Given& Deporter,2015) |
15 | Access of teachers and student teachers to high-speed Internet in teaching and learning | (Zeybek,2017) | |
16 | Revising the subject of lessons based on emerging technologies | (Karimi Amooqin et al,2013), (Janzen et al,2011) | |
17 | Interaction with scientific research centers | Improving scientific ability with continuous training in the field of metacognition and quantum thinking curriculum | (Mulyanah,2018) |
18 | Creating necessary scientific opportunities in the field of metacognitive and quantum thinking | (Heydari et al,2016) | |
19 | The amount of observation of scientific developments in education | (Mulyanah,2018) | |
20 | Allocation of research credits and participation in conferences related to metacognitive education | (Karimi Amooqin et al,2013) | |
21 | Holding scientific seminars and webinars and creating an environment for exchanging information with other scientific centers | (Mulyanah,2018) | |
22 | Psychological foundations | Creating motivation to participate in the production of metacognition curriculum based on quantum thinking | (Gummesson,2006) |
23 | The effect of teachers' curriculum on the implementation of metacognitive teaching methods in the classroom | (Zeybek,2017) | |
24 | Effectiveness of teaching metacognitive skills based on quantum thinking | (Janzen et al,2011), (Rajabi et al,2021) | |
25 | Participation in the production of relevant content | (DS et al,2020) | |
26 | Attention to emotional support in the learning environment | (Karimi Amooqin et al,2013) | |
27 | Quality of provided feedback | (Karimi Amooqin et al,2013), (Mulyanah,2018) | |
28 | Evaluation methods | Observing the examples of lectures given to evaluate the level of understanding and implementation manner of metacognitive and quantum thinking | (Gummesson,2006) |
29 | Using evaluation forms to evaluate activities in the field of metacognitive activities and quantum thinking | (Limueco and Prudente,2019), (Kristiani & Saragih,2012) | |
30 | Measuring metacognitive skills based on self-assessment methods and carrying out individual and group projects | (Gummesson,2006) | |
31 | Characteristics of learners | Motivating learners to learn and carry out activities in this field | (Limueco and Prudente,2019), (Kretschmann & Werner,2005) |
32 | learners' attitude towards metacognitive thinking and quantum thinking | (Saleh,2011) | |
33 | Trying to develop individual expertise in the field of metacognitive knowledge | (Limueco and Prudente,2019), (Kretschmann & Werner,2005) |
Methodology
In terms of nature and purpose, this research is applied and in terms of strategy, it is a quantitative research with a survey approach that with using a researcher-made questionnaire whose validity and reliability are checked, Data has been collected. Also, in terms of time, the current research is cross-sectional.
The statistical population of this research consists of student- teachers of universities of Shiraz city who are studying at different levels. The size of this population consists of 4285 students of Farhangian University of Shiraz. Non-probability sampling method was used for sampling in this section. In this way, the questionnaire link was provided to the administrators of Farhangian University of Shiraz and 130 responses were received. In the final monitoring, 111 questionnaires with complete information reached to the stage of statistical analysis. On the other hand, the main tool for collecting the data of research is the researcher-made questionnaire based on the factors and components presented in Table 1. Then this questionnaire was checked and reviewed with the cooperation and opinions of familiar university professors. In order to evaluate each of the measures proposed in the questionnaire, its questions were asked in the form of 33 items and 8 factors (dimensions) and answers were based on a 5-point Likert scale (including I completely disagree, I disagree, I have no opinion, I agree, and I completely agree) and its validity and reliability were checked.
In this research, content validity, which is a qualitative method, was used to check validity. Therefore, in the current research, the research questionnaire was given to university professors who are familiar with the subject of the research, and it was reviewed and approved by them. On the other hand, in this research, Cronbach's alpha coefficient was used to determine the validity and test the consistency of the components and the results indicate the reliability of the questionnaire (Table 2).
Table 2. The results of the reliability test of the research questionnaire using Cronbach's alpha coefficient
Result | The obtained value of the index | No. Components | Factors |
confirmation | 0.784 | 3 | Macro policy field |
confirmation | 0.948 | 5 | the curriculum content of metacognition and quantum thinking |
confirmation | 0.920 | 3 | Teaching and learning processes |
confirmation | 0.862 | 3 | Use of information technology |
confirmation | 0.940 | 6 | Interaction with scientific research centers |
confirmation | 0.928 | 6 | Psychological foundations |
confirmation | 0.907 | 4 | Evaluation methods |
confirmation | 0.901 | 3 | Characteristics of learners |
Also, after completing the questionnaires, the available information was coded and analyzed using SPSS statistical software and Excel software to implement the TOPSIS ranking technique at a 95% confidence level. The analysis carried out in 2 parts includes: the first part: providing descriptive statistics of the demographic variables in the studied samples and the second part: inferential statistics including Student's t-tests to measure the significance and importance of factors and components and the ranking of factors and Effective components by TOPSIS technique.
Findings
1. Analysis of the first research question
The first research question was "What are the effective factors on the implementation of metacognitive skills training based on quantum thinking?" To answer this question, quantitative analysis was used with the help of T-test (to measure the importance of the factors mentioned in the questionnaire). Thus, in this part, test was performed for 8 dimensions (factors) of the questionnaire. Here, each dimension in the questionnaire will be recognized as important if it is significant (that is, the value obtained in the column corresponding to its significance level is less than 0.05). The results of this test are listed in the table below.
Table 3. The results of the t-test for the analysis of the first research question
Test Value = 3 | Dimensions (Factors) | |||
Result | The significance level | Degrees of freedom | T test | |
this factor is significant | .000 | 32 | 25.402 | Use of information technology |
this factor is significant | .000 | 32 | 29.005 | Interaction with scientific research centers |
this factor is significant | .000 | 32 | 29.517 | Evaluation methods |
this factor is significant | .000 | 32 | 24.680 | Macro policy field |
this factor is significant | .000 | 32 | 16.523 | Teaching and learning processes |
this factor is significant | .000 | 32 | 27.564 | Psychological foundations |
this factor is significant | .000 | 32 | 14.453 | the curriculum content of metacognition and quantum thinking |
this factor is significant | .000 | 32 | 24.986 | Characteristics of learners |
The results of the above table show that all the 8 identified dimensions are important and meaningful at the 95% confidence level and can be focused on for future investigations.
2. Analysis of the second research question
The second research question was ""What are the effective components on the implementation of metacognitive skills training based on quantum thinking?" To answer this question, quantitative analysis was used with the help of T-test (to measure the importance of the components mentioned in the questionnaire). Thus, in this part, test was performed for 33 components of the questionnaire. Here, each component in the questionnaire will be recognized as important if it is significant (that is, the value obtained in the column corresponding to its significance level is less than 0.05). The results of this test are listed in the table below.
Table 4. The results of the t test for the analysis of the second research question
Test Value = 3 | Components (questions) | |||
Result | The significance level | Degrees of freedom | T test | |
this component is significant | .000 | 32 | 13.982 | 1 |
this component is significant | .000 | 32 | 15.567 | 2 |
this component is significant | .000 | 32 | 18.049 | 3 |
this component is significant | .000 | 32 | 16.543 | 4 |
this component is significant | .000 | 32 | 18.141 | 5 |
this component is significant | .000 | 32 | 15.682 | 6 |
this component is significant | .000 | 32 | 15.484 | 7 |
this component is significant | .000 | 32 | 16.850 | 8 |
this component is significant | .000 | 32 | 16.511 | 9 |
this component is significant | .000 | 32 | 16.789 | 10 |
this component is significant | .000 | 32 | 15.184 | 11 |
this component is significant | .000 | 32 | 14.017 | 12 |
this component is significant | .000 | 32 | 17.340 | 13 |
this component is significant | .000 | 32 | 15.955 | 14 |
this component is significant | .000 | 32 | 16.989 | 15 |
this component is significant | .000 | 32 | 16.563 | 16 |
this component is significant | .000 | 32 | 17.370 | 17 |
this component is significant | .000 | 32 | 16.523 | 18 |
this component is significant | .000 | 32 | 17.564 | 19 |
this component is significant | .000 | 32 | 14.653 | 20 |
this component is significant | .000 | 32 | 14.986 | 21 |
this component is significant | .000 | 32 | 15.529 | 22 |
this component is significant | .000 | 32 | 16.024 | 23 |
this component is significant | .000 | 32 | 17.227 | 24 |
this component is significant | .000 | 32 | 17.309 | 25 |
this component is significant | .000 | 32 | 17.141 | 26 |
this component is significant | .000 | 32 | 15.482 | 27 |
this component is significant | .000 | 32 | 15.744 | 28 |
this component is significant | .000 | 32 | 16.874 | 29 |
this component is significant | .000 | 32 | 16.571 | 30 |
this component is significant | .000 | 32 | 17.784 | 31 |
this component is significant | .000 | 32 | 14.370 | 32 |
this component is significant | .000 | 32 | 14.523 | 33 |
The results of the above table show that all the proposed components are important and significant at the 95% confidence level and can be focused on for future investigations.
3. Analysis of the third research question
The third question of the research was asked as follows: "What is the ranking of effective factors on implementation of metacognitive skills training based on quantum thinking?" To answer this question, TOPSIS technique is used as follows.
Also, it should be mentioned that the criteria for ranking items in TOPSIS technique is the closeness of Ci to the number one. The Ci value is the result of division the distance from the negative ideal on the sum of the distance from the positive ideal and the distance from the negative ideal.
Table 5. Ranking of effective factors on implementation of metacognitive skills training based on quantum thinking
rank | Ci | effective factors |
4 | 0.448728 | Macro policy field |
1 | 0.552568 | the curriculum content of metacognition and quantum thinking |
2 | 0.523345 | Teaching and learning processes |
3 | 0.497625 | Use of information technology |
6 | 0.439040 | Interaction with scientific research centers |
5 | 0.447442 | Psychological foundations |
7 | 0.435668 | Evaluation methods |
8 | 0.428611 | Characteristics of learners |
The results of the above table show that the two factors of “the curriculum content of metacognition and quantum thinking” and “the use of information technology” have the highest rank, respectively, and then the “Characteristics of learners” has the lowest rank in this regard.
3. Analysis of the fourth research question
The fourth question of the research was asked as follows: "What is the ranking of effective components on implementation of metacognitive skills training based on quantum thinking?" To answer this question, TOPSIS technique is used as follows.
Table 6. Ranking of effective components on implementation of metacognitive skills training based on quantum thinking
Rank | Ci | Item |
25 | 0.419627 | A 1 |
19 | 0.477401 | A 2 |
2 | 0.557607 | A 3 |
13 | 0.499040 | A 4 |
1 | 0.567442 | A 5 |
15 | 0.495668 | A 6 |
14 | 0.498611 | A 7 |
9 | 0.523714 | A 8 |
11 | 0.514673 | A 9 |
8 | 0.532811 | A 10 |
22 | 0.455886 | A 11 |
24 | 0.427668 | A 12 |
4 | 0.545126 | A 13 |
20 | 0.468889 | A 14 |
5 | 0.540543 | A 15 |
12 | 0.499217 | A 16 |
3 | 0.548426 | A 17 |
16 | 0.493859 | A 18 |
7 | 0.534828 | A 19 |
20 | 0.455342 | A 20 |
21 | 0.465054 | A 21 |
17 | 0.491949 | A 22 |
18 | 0.486099 | A 23 |
6 | 0.536278 | A 24 |
10 | 0.523681 | A 25 |
26 | 0.447442 | A 26 |
28 | 0.435668 | A 27 |
29 | 0.428611 | A 28 |
16 | 0.439040 | A 29 |
16 | 0.491949 | A 30 |
17 | 0.491949 | A31 |
18 | 0.486099 | A 32 |
30 | 0.408021 | A 33 |
The results of the above table show that the two components of “paying attention to the specialization of the curriculum content of metacognition and quantum thinking “and “allocating a special budget to research activities in the field of metacognitive thinking” have the highest rank.
Discussion
This research was conducted with the aim of evaluating and ranking effective factors and components on implementation of metacognitive skills training based on quantum thinking. After collecting data using a researcher-made questionnaire and analyzing them, the findings showed that regarding the implementation of metacognitive skills training based on quantum thinking, the 8 dimensions of the macro policy field, the curriculum content of metacognition and quantum thinking, teaching and learning processes , the use of information technology, interaction with scientific research centers, psychological foundations, evaluation methods, the characteristics of learners and findings related to the ranking them indicated that the two factors of the curriculum content of metacognition and quantum thinking and the use of information technology have are the most ranked. Also, regarding the implementation of metacognitive skills training based on quantum thinking, the 33 components related to the above 8 dimensions identified and were tested for importance, which were all significant at the 95% confidence level. The ranking findings indicated that the two components of paying attention to the specialization of the curriculum content of metacognition and quantum thinking and allocating a special budget to research activities in the field of metacognitive thinking have the highest ratings.These findings, with the results of research (Janzen et al, 2011) and (Royanto, 2012) (emphasis on psychological foundations),(Karami et al, 2013), (Given & Deporter, 2015) (emphasis on teaching learning processes)),(Heydari et al, 2016) (emphasis on macro policy), (Karimi Amooqin et al, 2013) (emphasis on curriculum content, emphasis on interaction with scientific research centers), (Mulyanah, 2008) (emphasis on evaluation methods),) Gummesson, 2006) and (Given & Deporter, 2015) (emphasis on curriculum content)),(Purwanto & Purwanto, 2011) and (Saleh, 2011) (emphasis on the characteristics of the adopters) is consistent.
In the explanation of the obtained findings, it can be said that in today's world, in which the subject of learning has a prominent role, it is necessary to apply metacognitive knowledge as well as modern quantum ideas in sensitive educational topics and the importance of a more practical approach to the subject of comprehensive and large society of education can be the motivation of every researcher to enter this field of research because its output can create the hope that it will be possible to open a new way in the field of education and with new methods, it cultivated thinking, taught metacognition and developed knowledge and skills.
In fact, metacognition is the factor of production, refinement and management of thought, which from its integration with quantum thinking, or from the path of quantum thinking, can lead to a fruitful leap in creative thinking and individual and general growth and development in the bed of the nurturing environment for thinking.
Mixing these two ways of thinking will ground the exponential growth them. Therefore, knowing the effective factors and components on implementation of metacognitive skills based on quantum thinking (quantum metacognition) in the present research can lead to the improvement and better management of cognitive processes in learning as a thought-provoking factor by modifying the previous methods of learning and make the nature and process of learning more thoughtful.
Therefore, according to the measured dimensions and components, the findings obtained in this research can be used in designing the curriculum of Farhangian University, other universities and higher education institutions, especially universities that have educational fields in their curriculum. Use in different levels of education, including middle and elementary schools, use the informal field of education includes training workshops and seminars. At the end of, Due to the obtained ranks regarding the effective dimensions and components of the implementation of metacognitive skills based on quantum thinking, the following suggestions are made:
1. Due to the high ranking of the curriculum content of metacognition and quantum thinking among the 8 effective dimensions, it is suggested that the selection of topics and the specialization of curriculum content as much as possible according to scientific developments and the need to develop metacognitive knowledge and understanding requirements for quantum thinking.
2. Considering the high ranking of the components of paying attention to the specialization of the curriculum content of metacognition and quantum thinking and as well as allocating a special budget to research activities in the field of metacognitive thinking, it seems that in line with the planning of decision makers, there is a need for experienced people and an expert in the field of metacognition and quantum thinking has been invited to be part of a joint working group to design the content of curricula according to the conditions.
At the same time, allocating a special budget to research activities in terms of attending conferences related to metacognitive education, scientific seminars and webinars and creating an environment for exchanging information with other scientific centers in order to empower and improve the necessary scientific conditions and opportunities in the new field of metacognitive quantum thinking which is necessary.
Ethical considerations
In collecting, using and applying research data from the studied sample, researchers have considered themselves committed to complying with ethical principles and have emphasized it.
Conflict of interest
The authors of the present study have not reported any conflicts of interest.
References
Abdelrahman RM.(2020), Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon 2020; 6(9):e04192.
Acat, M. B. & Ay, Y. (2014). An Investigation the Effect of Quantum Learning Approach on Primary School 7th Grade Student’s Science Achievement, Retention and Attitude. International Journal of Research in Teacher Education. 5(2), 11-23.
DS, Y. N., Sadiah, T. L., & Dewi, S. M. (2020). The Influence Quantum Learning Model To Critical Thinking Ability. International Journal of Theory and Application in Elementary and Secondary School Education, 2(1), 12-20.
Given. B. K. & Deporter. B. (2015). Excelece in teching and learning: The Quantum learning System. Oceanside: Learning Forum Publication.
Gummesson. E. (2006). Qualitative research in management. Addressing complexity context and persona. Journal of Management Decision. 44(2). 167-79.
Heydari, H; Davoudi, H, Poladi Borj, H. (2016), predicting critical thinking and academic progress based on knowledge and metacognitive skills in students. Quarterly journal of psychological studies and educational sciences. Spring.
Janzen, J. K.; Perry, B. & Edwards, M. (2011). Applying the Quantum Perspective of Learning to Instructional Design: Exploring the Seven Definitive Questions. International Review of Research in Open and Distance Learning. 12(7), 56-73.
Karami, B., Allah Karami, A., & Hashemi, N. (2013). Effectiveness of cognitive and metacognitive strategies training on creativity, achievement motive and academic self-concept. Journal of Innovation and Creativity in Human Science, 2(4), 121-140.
Karimi Amooqin; J, Fatehabadi; J, pakdaman; S, Shokarif, O. (2013), meta-analysis of findings on the effectiveness of teaching metacognitive learning strategies on improving academic performance. Quarterly Journal of Educational Measurement and Evaluation Studies. winter. Fourth year, number 7.
Kretschmann, D. & Werner, R. F. (2005). Quantum Channels with Memory. Journal of Physical Review, 72(66) , 1–20.
Kristiani. S. & Saragih. A. (2102) The Effect of Quantum Learning on the Students Achivement in Writing Argumentation. Genr Journal of Applied Linguistics of FBS Untimed. 1.(1).1-20.
Limueco J, Prudente M.(2019), Flipped Classroom Enhances Student's Metacognitive Awareness. Proceedings of the 10th International Conference on E-Education, E-Business, E-Management and E-Learning; 2019Jan 10; Association for Computing Machinery.
Nazari Puri, A.H; Shariatnejad, A. (2017). Designing a quantum leadership model in government organizations using the structural-interpretive modeling approach, Public Management Perspective, 8 (29), 135-153.
Nooshabadi, E. S., Rastegarpour, H., & AliAsgari, M. (2021). Hermeneutic Approach to Quantum Learning.
Mohammadi Qashlaq, P (2019), Designing the model of quantum management skills with self-efficacy approach in education, 14 (3), 155-174.
Mulyanah, A. (2008). The Application of Quantum Teaching Method in Teaching English as Foreign (EFL) Language in Classroom Discourse: Model and Strategy. Conference on English Studies, Jakarta, Indonesia.
Purwanto, K. & Purwanto, J. (2011). Effectiveness of Quantum Learning for Teaching Linear Program at the Muhammadiyah Senior High School of Purwokerto in Central Java, Indonesia. International Journal for Educational Studies. 4(1) ,83-91.
Rajabi F, seif M, Sarmadi M, Talebi S.(2021), Presenting a Causal Model of effective factors on Metacognitive Awareness in Integrated Reverse Learning among Shiraz Medical sciences᾽ Students. RME; 13 (4) :14-24.
Royanto, L.R. (2012). The Effect of an Intervention Program Based on Scaffolding to Improve Metacognitive Strategies in Reading: A Study of Year 3 Elementary School Students in Jakarta. Procedia-Social and Behavioral Sciences, 69, 1601-1609.
Saleh, S. (2011). The effectiveness of Brain-Based Teaching Approach in dealing with the problems of students' conceptual understanding and earning motivation towards physics. Journal of Educational Studies, 38(1), 19-29.
Santrock. J. W. (2008). Educational Psychology (3rd ed.). New York: McGraw-Hill.
Zeybek, G. (2017) “An investigation on quantum learning model”, International Journal of Modern Education Studies, 1(1), 16-27.
Zohar. Danah; What Makes a Qouantom Organization? First online: 11 December 2021. 3368 Accesses.
چکیده
این تحقیق با هدف بررسی و رتبه بندی عوامل و مولفه های موثر بر پیاده سازی آموزش مهارتهای فراشناختی بر مبنای تفکر کوانتومی انجام شد. این تحقیق از لحاظ ماهیت و هدف، کاربردي و از حیث استراتژی، پژوهشی کمی با رویکرد پیمایشی است. جامعه آماری عبارت بود از دانشجومعلمان دانشگاه های شیراز که در حال تحصیل بودند و برای نمونهگیری از روش نمونهگيري غیراحتمالی در دسترس استفاده شد. ابزار اصلی گردآوری داده های تحقیق پرسشنامه، محقق ساخته مبتنی بر عوامل و مولفه های از تحقیقات پیشین مشابه بود. یافته ها نشان داد که ابعاد 8 گانه حوزه سیاست کلان، محتوای برنامه درسی فراشناختی و تفکر کوانتومی، فرآیندهای یاددهی یادگیری، استفاده از فناوری اطلاعات، تعامل با مراکز علمی پژوهشی، مبانی روانشناختی، روشهای ارزشیابی ویژگی پذیرندگان موثرند که در این میان دو عامل محتوای برنامه درسی فراشناختی و تفکر کوانتومی و استفاده از فناوری اطلاعات دارای بیشترین رتبه هستند.
واژه های کلیدی: عوامل موثر، پیاده سازی، مهارتهای فراشناختی، تفکر کوانتومی.
