روانشناسی یادگیری
mohmad bagher majedian fard; mojgan mohmade mehr; morteza najemi
Abstract
The perpose of this study was to investigate the structural relationship ( compilation modeling) of critical thinking based on the learning style metacognition mediation among students of the Army Medical University. This study was a quantitative and correlational study. Participants of the study included ...
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The perpose of this study was to investigate the structural relationship ( compilation modeling) of critical thinking based on the learning style metacognition mediation among students of the Army Medical University. This study was a quantitative and correlational study. Participants of the study included 300 students from Army Medical University stratified random sampling was done. The instruments for . Collecteing data for this study were Kolb's Learning Style Questionnaire (1985),wells meta- cognition Questionnaire(1997), Rickets's Critical Thinking Questionnaire (2003), data analysis done with Amos software with path analysis method the findings showed that ther is significant relationship between learning style of reflective learning active, abstract testing and metacognitive with mediation critical thinking, at the P≤0.1 level. However objective learning style indirectly with mediation critical thinking. There is a direct and meaningful relationship between the learning style .there is no meaningful relationship between of reflective learning active and abstract testing with critical thinking at P≤0.01 levels. But there is no direct relationship between objective learning style and critical thinking. also there is a significant relationship between learning style of reflective learning active, objective, and abstract, directly related to metacognition, at P≤0.01.
Mansoureh Kalhor; Golnar Mehran
Abstract
One of the goals of education is to foster thinking and reasoning. The realization of this goalrequires providing condition and using effective methods and strategies on Critical thinking. The purpose of this study was to investigate the effect of concept mapping on critical thinking skillsin students. ...
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One of the goals of education is to foster thinking and reasoning. The realization of this goalrequires providing condition and using effective methods and strategies on Critical thinking. The purpose of this study was to investigate the effect of concept mapping on critical thinking skillsin students. The sample included 50 third grade of high school female students in Karaj city that were selected through purposive sampling. The research project was a quasi experimental design of pre- test and post-test with control group. The subjects were randomly assigned to experimental and control group. The experimental group was through using concept mapping cooperatively, while control group was not exposed to such kind of learning technique and the students in this group were through in common way of reading comprehension teaching.The California Critical Thinking Skills Test form B (CCTST) was used to measure the critical thinking ability of the students. The data were analyzed with Analysis of covariancetest (ANCOVA), and showed that the students in the experimental group achieved significantly higher critical thinking scores than the students in the control group. The findings reveal that using concept mapping as a learning strategy is effective in helping students develop critical thinking skills.
Marzieh Ghasem; Mohammdreza Belyad
Abstract
The present study was carried out in order to investigate the impact of learning styles and applying semantic-mapping on the high school students’ critical thinking ability and English vocabulary learning improvement. To fulfill the purpose of the study, a sample of 123 female students studying ...
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The present study was carried out in order to investigate the impact of learning styles and applying semantic-mapping on the high school students’ critical thinking ability and English vocabulary learning improvement. To fulfill the purpose of the study, a sample of 123 female students studying Math and Physics were randomly selected from 4 educational districts of Karaj narrowed down to Farzanegan High school in the 1st educational district using accidental clustering sampling method. Then, they were divided into two homogenized experimental and control groups. The students completed the Critical Thinking Questionnaire (Honey, 2004) and Learning Style Questionnaire (O’Brien, 1989) in the pre- and post-test steps. They also were administered a general proficiency test of Nelson (A050) for the purpose of homogeneity, and a vocabulary test to ensure their illiteracy of them at the onset of the treatment. In addition, the same vocabulary test was taken as a post-test after 12 sessions of instruction and learning through semantic-mapping, as a vocabulary learning strategy. The data was collected. Based on the statistical analysis, the results showed the learning styles had no statistically significant impact on the students’ critical thinking ability and their vocabulary learning improvement (two-way, and ANOVA analyses) the first and second hypotheses of the study were confirmed. The third and fourth hypotheses were rejected as the results revealed that semantic-mapping had a statistically significant impact on the critical thinking ability and vocabulary learning improvement of the participants (independent T-tests). Then, some pedagogical and practical implications and suggestions for further research as well as limitations of the study are provided.
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.
Kamran Ganji; Abolghasem Yaqoubi; Reza Lotfali
Volume 9, Issue 27 , April 2013, , Pages 2-26
Abstract
The aim of this study was to investigate the effectiveness of teaching questioning skills to teachers on critical thinking of male high school students. The design of the research was quasi-experimental, involving pretest-posttest and control group. The population consisted of all male high school students ...
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The aim of this study was to investigate the effectiveness of teaching questioning skills to teachers on critical thinking of male high school students. The design of the research was quasi-experimental, involving pretest-posttest and control group. The population consisted of all male high school students and teachers of Malayer, out of which 219 2nd and 3rd year students of humanities and electronics were randomly selected and analyzed in two groups (113 in control group and 106 in experimental group) and 8 classes. The experimental group consisting of 4 teachers (philosophy, logic, religious studies, and applied electronics) attended the questioning skills course, while the control group did not take part in the course. Form B of the California Critical Thinking Skills Test (Facione and Facione, 1997) was used for data collection. The collected data were analyzed using analysis of covariance and t tests. The findings and pretest scores showed that the students of both groups were equal with regards to age, course averages, IQ, critical thinking ability, and its subscales. The analysis of covariance showed that teaching questioning skills to the teachers increased the students’ critical thinking ability by 12%. Moreover, the five subscales of critical thinking ability increased as the following: analysis 9%, evaluation 12%, inference 4%, deductive reasoning 6%, and inductive reasoning 5%. The differences between the mean scores of critical thinking skills and its five subscales among students of humanities and electronics were not significant.
Bahramali Ghanbari Hashemabadi (PhD); Mehri Shahabi (MA)
Volume 4, Issue 12 , July 2008, , Pages 1-21
Abstract
The present research was designed to examine the role of training of critical thinking in improving problem solving and self-esteem in high school girls’ students and to give suggestions to psychotherapists, counselors, schedulers and educational experts for training and enhancing students’ ...
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The present research was designed to examine the role of training of critical thinking in improving problem solving and self-esteem in high school girls’ students and to give suggestions to psychotherapists, counselors, schedulers and educational experts for training and enhancing students’ critical thinking. The method of research is empirical and its statistical society comprised girls who were educating at a high school in Kalaleh town in academic year of 1385-86 (N=1000). We selected 22 students who scored low grades in critical thinking, problem solving and self-esteem tests randomly and devised them into two groups (experimental and control ones). We trained the critical thinking to the experimental group in 10 sessions. Then, the both groups examined by post-test. The data of pretest and post test analyzed using t-test. The finding of the present study revealed that the individual of experimental group who participated in training of critical thinking, obtained higher scores in problem solving skills and self-esteem, and also demonstrated better adjustment to others. In general, from the finding of this study it might be concluded that critical thinking may play a fundamental role in problem solving skills and self-esteem. At the end, researchers have presented practical suggestions and strategies.
M A; A s
Volume 3, Issue 10 , January 2008, , Pages 1-33
Abstract
This study aim at comparing the effect of writing assignments on the critical thinking of the first year high school male students of Malayer in biology and sociology. For this purpose a sample size of 105 subjects was assigned into two experiment and two control groups through random selection. ...
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This study aim at comparing the effect of writing assignments on the critical thinking of the first year high school male students of Malayer in biology and sociology. For this purpose a sample size of 105 subjects was assigned into two experiment and two control groups through random selection. A quasi-experimental pre-test post - test design in the control groups and a factorial design (2×2) in the whole experiment were applied. To assess the subject critical thinking in pre-test and post-test the California Critical Thinking Skill test (form B) was applied. Then writing assignments designed specifically for the afore-mentioned biology and sociology courses were manipulated for 4.5 month in both experimental groups; control groups followed their usual activities without receiving any writing assignment. Data analysis through ANOVA and t-test of the independent groups showed no meaningful difference in the subjects’ critical thinking pre-test mean scores. subjects post-test and changed scores analysis showed that the application of the writing assignments for teaching biology and sociology has increased the critical thinking of the students as α<0/01.However, the effect amount of writing assignments on the critical thinking of the students in biology and sociology was not statistically meaningful.
