نوع مقاله : مقاله پژوهشی
نویسندگان
گروه زیست شناسی، پردیس نسیبه، دانشگاه فرهنگیان تهران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
The purpose of this research is to investigate the relationship between critical thinking and creative thinking and the level of biology learning. This study employed a quasi-experimental design with a pre-test post-test format. The population of the study consisted of all 11th-grade science students in Qods County during the 2023-2024 academic year. The sample included 54 students, who were divided into three groups based on their biology performance. Groups received critical thinking training, creative thinking training, and training in both critical and creative thinking respectively. Initially, Chapter 7 of 11th-grade biology was taught using the same method, and a pre-test was administered. Then, thinking skills were taught, followed by a post-test. Descriptive and inferential statistical methods were used to analyze the data. Cronbach's alpha coefficient was used to assess the reliability of the questionnaires and tests. Face validity of the questionnaires and tests was assessed using the impact degree, and content validity using the Content Validity Index. The significance level for all tests was set at P<0.05. SPSS26 was used to analyze the data. Based on correlation coefficients and univariate covariance, there was a significant relationship between critical thinking and creative thinking skills and the academic progress students in biology. Moreover, biology learning among students significantly improved after receiving thinking skills training in all groups. According to the Bonferroni post hoc test, the mean scores of the creative thinking group and the group that received training in both critical and creative thinking were higher compared to the critical thinking group.
کلیدواژهها [English]
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