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پیش‌بینی مهارت‌های تفکر انتقادی دانش‌آموزان در درس شیمی بر اساس سبک‌های تدریس و یادگیری | ||
| پژوهش در آموزش شیمی | ||
| مقاله 16، دوره 8، شماره 3 - شماره پیاپی 31، مهر 1405، صفحه 153-169 اصل مقاله (885.29 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/chemedu.2025.21095.1376 | ||
| نویسندگان | ||
| مجید واحدی* 1؛ سهراب یزدانی2 | ||
| 1گروه مدیریت آموزشی، دانشگاه پیام نور، تهران، ایران | ||
| 2گروه مدیریت آموزشی، دانشگاه فرهنگیان، تهران، ایران | ||
| چکیده | ||
| پیشینه و اهداف: سبک‌های تدریس معلمان و یادگیری دانش‌آموزان ازجمله متغیرهای اثرگذار در ارائه آموزش متناسب با پرورش مهارت‌های انتقادی یادگیرندگان، است. هدف این پژوهش پیش‌بینی مهارت‌های تفکر انتقادی دانش‌آموزان در درس شیمی بر اساس سبک‌های تدریس و یادگیری، بود. روش‌ها: روش پژوهش توصیفی از نوع همبستگی بود. جامعه آماری دانش‌آموزان دوره دوم متوسطه شهر تبریز به تعداد720 نفر بود که با استفاده از جدول کرجسی و مورگان 256 نفر با روش نمونه‌گیری خوشه‌ای انتخاب گردیدند. به‌منظور گردآوری داده‌ها در این پژوهش از پرسش‌نامه‌های سبک تدریس گراشا و ریچمن(1996)، سبک‌های یادگیری توولر و دیبوی(۲۰۰۳) و مهارت‌های تفکر انتقادی گنجی و همکاران(2013)، استفاده شد. برای تجزیه‌وتحلیل داده‌ها آزمون ضریب همبستگی پیرسون و رگرسیون چندگانه، بکار گرفته شد. یافته‌ها: نتایج نشان داد بین سبک‌های تدریس، یادگیری و مهارت‌های تفکر انتقادی دانش‌آموزان در درس شیمی رابطه معنادار وجود دارد. متغیرهای پیش‌بین توانستند، 4/68 درصد تغییرات را در متغیر مهارت‌های تفکر انتقادی پیش‌بینی کنند. در بین متغیرهای پیش‌بین، سبک تدریس تسهیل گری بیشترین قدرت پیش‌بینی کنندگی را دارد و بعدازآن به ترتیب سبک تعاملی، مشاهده‌ای، مرجعیت رسمی، مدل شخصی، تجربی و گروهی، قرار داشتند. همچنین قدرت پیش‌بینی در سبک‌های تخصصی، اکتشافی و ساختاریافته، معنی‌دار نیست. نتیجه‌گیری: نتایج بر نقش سبک‌های تدریس و یادگیری در افزایش مهارت‌های انتقادی دانش‌آموزان درس شیمی تأکید دارد. | ||
| کلیدواژه‌ها | ||
| مهارت‌های تفکر انتقادی؛ سبک‌های تدریس؛ سبک‌های یادگیری؛ آموزش؛ تفکر منطقی | ||
| عنوان مقاله [English] | ||
| Predicting students’ critical thinking skills in chemistry based on teaching and learning styles | ||
| نویسندگان [English] | ||
| Majid Vahedi1؛ Sohrab Yazdani2 | ||
| 1Department of Educational Administration, Payme Noor University, Tehran, Iran | ||
| 2Department of Educational Administration, Farhangian University, Tehran, Iran | ||
| چکیده [English] | ||
| Background and Objective: Teachers’ teaching styles and students’ learning are among the influential variables in providing education appropriate to the development of critical skills of learners. The aim of this study was to predict students’ critical thinking skills in chemistry based on teaching and learning styles. Materials and Methods: The research method was a descriptive correlational type. The statistical population was 720 second-year high school students in Tabriz, of whom 256 were selected by means of Krejci and Morgan table using cluster sampling. In order to collect the data in this study, Grasha and Riechmann (1996) teaching style questionnaire, Towler and Dipboye(2003) learning styles, and Ganji et al. (2013) critical thinking skills (2013) were used. Pearson’s correlation coefficient test and multiple regression were used to analyze the data. Findings: The results showed that there is a significant relationship between teaching and learning styles and students’ critical thinking skills in chemistry. The predictor variables were able to predict 68.4% of the changes in the critical thinking skills variable. Among the predictor variables, facilitation teaching style has the highest predictive power, followed by the interactive, observational, formal authority, personal, experimental, and group styles, respectively. Also, the predictive power of specialized, exploratory, and structured styles is not significant. Conclusion: The results emphasize the role of teaching and learning styles in increasing students’ critical skills in chemistry. | ||
| کلیدواژه‌ها [English] | ||
| Critical thinking skills, teaching styles, learning styles, education, logical thinking | ||
| مراجع | ||
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