فصلنامه علمی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 گروه روانشناسی و علوم تربیتی، دانشکده علوم انسانی، دانشگاه یاسوج، یاسوج، ایران

2 گروه ریاضیات، دانشکده علوم پایه، دانشگاه یاسوج، یاسوج، ایران

چکیده

هدف اصلی پژوهش حاضر، ارزشیابی جایگاه مهارت‌های تفکر انتقادی در برنامه­ درسی ریاضیات مدارس متوسطه عادی و تیزهوشان بود. روش تحقیق توصیفی و از نوع زمینه­یابی بود. برای این منظور، نمونه مورد بررسی شامل 71 معلم ریاضی،  360دانش‌آموز مقطع متوسطه اول ناحیه دو شیراز، سه کتاب درسی ریاضی و سه کتاب کمک درسی ریاضی، سوالات امتحان پایانی ریاضی همین مقطع به همراه سئوالات ریاضی آزمون تیمز بود. جهت سنجش میزان مهارت‌های تفکر انتقادی دانش‌آموزان و معلمان ریاضی از مقیاس مهارت‌های تفکر انتقادی کالیفرنیا (Cctst) که شامل پنج مولفه (تحلیل، استنباط، تفسیر، استدلال استقرایی و استدلال قیاسی) می­باشد استفاده شد. همچنین کتاب‌های درسی و کمک درسی ریاضی، سوالات امتحان پایانی ریاضی دوره متوسطه و سئوالات ریاضی آزمون تیمز  با روش تحلیل محتوای کمّی بر اساس مولفه های مقیاس مهارت تفکر انتقادی کالیفرنیا مورد سنجش قرار گرفتند. روش تحلیل آماری شامل آزمون خی دو، آزمون تی برای گروه­­های مستقل و آزمون تی تک ­نمونه­ای بود.  یافته­ها نشان دادند که مهارت­های تفکر انتقادی سهم معناداری در آزمون تیمز دارند. همچنین نتایج تحلیل محتوا نشان داد که در کتب درسی و کمک درسی ریاضی، بیشترین سهم مربوط به مولفه تحلیل و کمترین سهم مربوط به مولفه­های استدلال استقرایی و ارزشیابی بود. از طرفی، یافته­ها نشان دادند که بین سوالات امتحانی درس ریاضی مدارس عادی و تیزهوش تفاوت معناداری در مهارتهای تفکر انتقادی وجود نداشت. از سویی دیگر، میزان مهارتهای تفکر انتقادی دانش­آموزان و معلمان بر اساس معیار حد مطلوب، ضعیف ارزیابی شد.

چکیده تصویری

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Evaluation of critical thinking skills at ordinary and gifted secondary math curriculum

نویسندگان [English]

  • M. Abadi 1
  • N. Noushadi 1
  • E. Momtahan 2

1 Department of Psychology and Educational Sciences, Yasouj University, Yasouj, Iran

2 Department of mathematics, Yasouj University, Yasouj, Iran

چکیده [English]

The purpose of the present study was to evaluate the status of critical thinking skills in mathematics curriculum in ordinary and gifted schools. The sample consisted of 71 math teachers, 360 students, three math textbooks and three supplementary math books of junior high school in the city of Shiraz, along with timss mathematics questions. California critical thinking skills test (cctst) was used to evaluate the critical thinking skills of students and teachers of mathematics. Math textbooks, math supplementary books, and timss mathematical questions were analyzed using quantitative content analysis. The gathered data were analyzed through t-test for independent variable, one sample t-test, and chi square test and the following were found: Critical thinking skills are significant contributors in timss. Also, the results of content analysis showed that in textbooks and supplementary math books, analysis component was the highest portion and inductive reasoning and evaluation had a minimal contribution. On the other hand, there was no significant difference between ordinary and gifted students in math exam. There was significant difference between ordinary and gifted students only in analysis skills. There was no significant difference between ordinary and gifted teachers in critical thinking.

کلیدواژه‌ها [English]

  • Critical thinking skills
  • Math curriculum
  • Ordinary and gifted schools

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