Tayebeh Javadi Momtaz; Rasool Kord Noghabi; Yahya Maroofi
Abstract
The main aim of this research was to compare the questioning instructional technique and method effectiveness on critical thinking and its skills in social science course in first grade high school girl students in Hamadan. The research method was semi-experimental with a pretest- posttest with control ...
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The main aim of this research was to compare the questioning instructional technique and method effectiveness on critical thinking and its skills in social science course in first grade high school girl students in Hamadan. The research method was semi-experimental with a pretest- posttest with control group design. A sample selected by multistage cluster sampling form two high schools of Hamadan by considering the class as the sampling unit and replaced in 3 groups (two experimental groups and one control) randomly. California critical thinking test (from B) was used for data collection. Multivariable analysis covariance was used for analyzing the data. The results showed that students in both experimental groups had better performance in critical thinking than the control group. While the questioning method group was better in critical thinking than the questioning technique group, In addition, comparing the efficacy of these two methods on the average of scores for critical thinking skills, there was no significant difference for the effect questioning method on the scores of skills of analysis, inference, induction and deduction compared with question technique. There was only a significant difference in assessment subscale.
M. R. Yousefzadeh; Y. Ma'roufi; I. Bakhtiyar; M. Taheri Tizrou
Volume 8, Issue 23 , April 2012, , Pages 28-44
Abstract
The present research aims to study the emphasis laid by guidance-school social sciences curriculum on the critical approach. The survey research was used as the research method, and the statistical population included all 85 teachers teaching social sciences at the guidance schools of District One of ...
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The present research aims to study the emphasis laid by guidance-school social sciences curriculum on the critical approach. The survey research was used as the research method, and the statistical population included all 85 teachers teaching social sciences at the guidance schools of District One of Hamedan Educational Department in the school year 2008-2009 as well as social sciences textbooks of grades one to three. Random sampling and census methods were applied to the statistical population to produce a statistical sample of 71 teachers and an equal number of textbooks. Data were collected through researcher-made questionnaires whose content validity was assessed by content validity and their reliability by Cronbach's alpha coefficient which was calculated as 0.81. Descriptive statistical indices along with non-parametric X2 and parametric independent t-test were used to describe the collected data. Research findings showed that social sciences curriculum places low emphasis on flexibility and risk-taking and medium emphasis on resourcefulness, inclusiveness and curiosity. In addition, there appeared to be no difference between male and female teachers' views on social sciences curriculum's emphasis on critical approach components.
