نوع مقاله : مقاله پژوهشی

نویسندگان

گروه آموزش زیست شناسی، دانشگاه فرهنگیان، تهران، ایران

چکیده

تفکرانتقادی و تفکرخلاق از جمله مهارت‌های ضروری برای قرن 21 می باشند که به دانش‌آموزان در تحلیل مسائل پیچیده، ارائه دیدگاه‌های منطقی و مستدل، تولید ایده‌های خلاقانه و بهبود عملکرد تحصیلی خودکمک می‌کنند. هدف پژوهش حاضر مقایسه تأثیر تفکرانتقادی و تفکرخلاق بر میزان توسعه یادگیری زیست‌شناسی است. ﭘﮋوﻫﺶ به روش نیمه‌آزمایشی ﺑﺎ طرح ﭘﯿش‌آزمون - پس‌آزمون اجرا شد. جامعه آماری پژوهش، کلیه دانش‌آموزان پایه‌ یازدهم تجربی شهرستان قدس در سال تحصیلی 1403 - 1402 است. نمونه آماری (54 نفر) برحسب عملکرد درس زیست‌شناسی به سه گروه تقسیم شدند. یک گروه برای آموزش تفکرانتقادی، یک گروه برای آموزش تفکرخلاق و گروهی برای آموزش همزمان تفکرانتقادی و تفکرخلاق انتخاب شدند. فصل 7 زیست‌شناسی یازدهم بصورت یکسان تدریس و پیش آزمون برگزار شد و بعد ازآموزش مهارت‌های تفکر، پس‌آزمون برگزار شد. در تحلیل داده‌ها از روش‌های آمارتوصیفی و استنباطی استفاده شد. جهت بررسی پایایی پرسش‌نامه‌ها و آزمون‌ها، از ضریب آلفای کرونباخ، شاخص روایی صوری پرسش‌نامه‌ها و آزمون‌ها از درجه تأثیر و شاخص روایی محتوایی پرسش‌نامه‌ها و آزمون‌ها از روش CV و به منظور تحلیل داده‌ها از نرم‌افزار spss26 استفاده شد. سطح معناداری برای همه آزمون‌ها P<0.05  در نظر گرفته شد. نتایج نشان‌داد بین مهارت‌های تفکرانتقادی و تفکرخلاق با پیشرفت یادگیری دانش‌آموزان رابطه مثبت و معناداری وجود دارد و یادگیری بعد از آموزش مهارت‌های تفکر در هرسه گروه افزایش یافته است. با توجه به آزمون تعقیبی بن فرونی، میانگین نمرات گروه آموزش تفکرخلاق و گروهی که همزمان هر دو مهارت تفکر را آموزش دیدند نسبت به گروه تفکرانتقادی بالاتر است.

کلیدواژه‌ها

عنوان مقاله [English]

Comparing the effects of critical thinking and creative thinking on the development of biology learning in eleventh grade students

نویسندگان [English]

  • azam gholami
  • nabavi nargessadat

Department of Biology Education, Farhangian University, Tehran, Iran

چکیده [English]

Background and aim: The purpose of this research is to investigate the effect of critical thinking and creative thinking on biology learning.
Data and method: 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.
Findings: Based on correlation coefficients and univariate covariance, there was a significant relationship between critical thinking and creative thinking skills and the academic progress of students in biology. Moreover, biology learning among students significantly improved after receiving thinking skills training in all groups.
Conclusion: 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]

  • Critical thinking
  • creative thinking
  • Learning
  • Biology
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