طراحی و اعتباریابی الگوی توسعه تفکر انتقادی در دانش‌آموزان دوره ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری مدیریت آموزشی، گروه علوم تربیتی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران

2 استادیار گروه علوم تربیتی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران

3 دانشیار گروه علوم تربیتی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران

10.22098/ael.2025.17880.1609

چکیده

مقدمه و هدف: هدف از انجام این تحقیق طراحی و اعتباریابی الگوی توسعه تفکر انتقادی در دانش‌آموزان دوره ابتدایی شهر اردبیل بود. تحقیق از لحاظ هدف کاربردی، از نظر ماهیت داده‌ها آمیخته و از نظر شیوه اجرا اکتشافی بود.
روش‌شناسی پژوهش: روش پژوهش در بخش کیفی روش داده بنیاد نظام‌مند اشتراس و کوربین (1990) و در بخش کمی توصیفی از نوع همبستگی بود. جامعه آماری بخش کیفی اساتید دانشگاهی حوزه علوم‌تربیتی بودند که تعداد 14 نفر از آن‌ها بر اساس اصل اشباع نظر به صورت نظری هدفمند انتخاب شدند. جامعه آماری در بخش کمی نیز کلیه آموزگاران دوره ابتدایی شهر اردبیل در سال تحصیلی 1403-1402 به تعداد 2600 نفر بودند که مطابق فرمول کوکران 335 نفر از آن‌ها بر اساس روش نمونه‌گیری غیرتصادفی دردسترس انتخاب شدند. مجموعه داده‌های به دست آمده بعد از طی فرآیند مستمر کدگذاری‌های باز، محوری و انتخابی در قالب 120 کد باز، 86 مفهوم، 17 مقوله و 6 طبقه بر اساس رویکرد سامان‌مند سازمان‌دهی شدند.
یافته‌ها: یافته‌های پژوهش نشان می‌دهد الگوی توسعه تفکر انتقادی در دانش‌آموزان دوره ابتدایی شهر اردبیل تحت مقولات تفکر خلاق، هوش معنوی، هوش هیجانی، توجه به نیازها و علاقه‌های فردی، پشتیبانی از تنوع فکری، ایجاد موقعیت‌های یادگیری مبتنی بر مشکل، توسعه مهارت‌های استدلال، ارزیابی و حل مسئله، استفاده از فعالیت‌های یادگیری تعاملی و گروهی، روش‌های تدریس نوآورانه، انجام فعالیت‌های عملکردی، تشویق به ارتباط با محیط واقعی، ارزیابی و بازخورد مستمر، استفاده از ابزارهای دیجیتال، قابلیت تفکر انعطاف‌پذیر، توانایی ارزیابی اطلاعات و خودباوری و اعتماد به نفس دسته‌بندی و از نظر اعتباریابی برازش شدند (p<0.05).
بحث و نتیجه‌گیری: در نهایت پیشنهاد می‌شود از نتایج یافته‌های این پژوهش به‌عنوان یک راهنما و مسیر کلی برای توسعه تفکر انتقادی در دانش‌آموزان دوره ابتدایی شهر اردبیل استفاده شود.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Design and Validation of Critical Thinking Development Model in Primary School Students

نویسندگان [English]

  • Soghra Sadeghzadeh 1
  • Tooran Soleimani 2
  • Yousef Namvar 3
1 PhD Candidate in Educational Administration, Department of Educational Sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran
2 Assistant Professor, Department of Educational Sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran
3 Associate Professor, Department of Educational Sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran
چکیده [English]

Background and Objective: This study aimed to design and validate a development model for critical thinking among elementary school students in Ardabil, Iran.
research methodology: Utilizing an applied, mixed-methods, exploratory research design, the study employed Strauss and Corbin’s (1990) systematic grounded theory for the qualitative phase and a descriptive-correlational design for the quantitative phase. The qualitative sample consisted of 14 educational science experts selected through purposeful sampling until theoretical saturation. The quantitative population comprised 2,600 elementary teachers, from which 335 participants were selected via non-random availability sampling. Data were collected using a researcher-developed questionnaire derived from qualitative findings. Through systematic open, axial, and selective coding, data were synthesized into 120 open codes, 86 concepts, 17 categories, and 6 core classes.
Findings: The findings indicate that the developed model for fostering critical thinking is valid (p<0.05). Key dimensions of the model include creative thinking, spiritual and emotional intelligence, problem-based learning, development of reasoning skills, innovative and interactive teaching methods, continuous feedback, digital literacy, and the promotion of self-confidence and intellectual diversity among students.
Conclusion: The validated model provides a comprehensive framework and practical guide for educators and policymakers to enhance critical thinking skills within the elementary education system of Ardabil.

کلیدواژه‌ها [English]

  • Design and Validation
  • Critical thinking
  • Primary school students
  • Ardabil city

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رهبری آموزشی کاربردی
دوره 7، شماره 2
تیر 1405
صفحه 172-198

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  • تاریخ دریافت: 29 تیر 1404
  • تاریخ بازنگری: 11 مهر 1404
  • تاریخ پذیرش: 15 مهر 1404

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