Showing 9 results for Critical Thinking
Ms Mina Ahmadian, Dr. Mehdi Sobhaninezhad,
Volume 2, Issue 31 (2-2016)
Abstract
The most fundamental move to enhance the quality of critical thinking in students is the improvement of motivation to think, as the key to success in life and study. This is because acquiring the skills involved in critical thinking, in the process of official curriculum, cannot guarantee the development of these skills, and consequently, their application in different situations. Therefore, one of the most useful steps with this regard is the enhancement of the attitudinal aspects of critical thinking, paying attention to the function of hidden curriculum in higher education-something which could be in the opposite direction to official curriculum. Thus, the present study, by benefiting from the method of documentary analysis, while clarifying the position of hidden curriculum in higher education and studying its relation to critical thinking, offers the analysis of the apparatus of effects and the use of hidden curriculum in the development of critical thinking. With this regard, it is discussed that the function of hidden curriculum in higher education is due to the fluctuation in the official curriculum-which by itself is due to: lack of a complete legislation of this program in higher education, relation between hidden curriculum and the dimension of critical thinking and attention paid to hidden curriculum in liberal education with an inclination towards critical thinking. In addition, the hidden curriculum, developed out of a dialectical methodology is studied to investigate the development of critical thinking of the learners.
Dr Negin Barat Dastjerdi, Mrs Elham Yusofi,
Volume 3, Issue 33 (2-2017)
Abstract
One of the main objectives of the ICT-based education is training of critical thinking skills. Critical thinking is essential for a thouthful way of living and compatability to rapid social changes. The purpose of this study was to explore the relationship betweeen usage of ICT tools and critical thinking desposition among distance education students. The research was done through descriptive (Survey) method. The study population consisted of all students of Isfahan Payam-Noor university (distance education) from which a sample of 100 students was selected by using random sampling method. In order to collect data, ICT Questionnaire and California Critical Thinking Disposition Inventory (CCTDE) were used. The Results showed that the mean of total score of critical thinking disposition was 276.31 indicating an ambivalence desposition. Also there were significant relationships between the amount of familiarity to ICT tools, scientific-scholarly objectives and awareness of news and information objectives and critical thinking desposition.
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Volume 3, Issue 33 (2-2017)
Abstract
The aim of the study was to investigate predicting of critical thinking based on emotional creativity and its components in university students. One hundred fifty six Shiraz university students were selected using convenient sampling method. Emotional Creativity and Critical Thinking Questionnaires were used for collecting data. Data were analyzed by Pearson correlation and multiple regression analysis. Results showed that emotional creativity was positively related to critical thinking. Also, critical thinking was significantly associated with components of effectiveness/authenticity and preparedness, but there was not significantly association with component of novelty. In additional, emotional creativity was positively correlated with all if components of critical thinking: engagement, maturity, and innovativeness. Simple regression analysis indicated emotional creation significantly predicted critical thinking. Furthermore, multiple regression analysis showed that among of components of emotional creativity, effectiveness/authenticity component only significantly predicted critical thinking. Based on the findings, it can be concluded that emotional creativity plays an important role in critical thinking.
Fariba Farazi, Massoumeh Esmaeili, Eskandari Eskandari, Mohammad Hatami,
Volume 4, Issue 34 (5-2017)
Abstract
Parents and children from tender age through adolescence continue to renew relationships with each other. This study aims to show how Training Educational pattern influenced the Parent-Child Relationship subsequent critical thinking. In this study quasi-experimental pretest-posttest control group method was used. Statistical population of all female students in twelfth grade schools in Birjand is intended to achieve the main objective of this study. Pattern group was achieved by using the cluster sampling multistage method. A typical school in the city of Birjand was randomly chosen with a class considered as a sampling unit and finally the samples generated are divided into experimental and control groups. Questionnaire used were based on variables of Parent-child relationship (Fine, Morland and Schwebel,1983), and critical thinking (Ricketts, 2003). Data generated were analyzed through Multivariate covariance examination. The result indicates that parent-child relationships are improved by Educational pattern. Also it was demonstrated that relationship improvement due to Educational pattern increases children’s critical thinking in the aspect of creativity& commitment. It should be noted that according to the results besides the improving parent-child relationships due to educational model training, critical thinking dispositions in children is increased as well.
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Volume 5, Issue 37 (11-2018)
Abstract
The purpose of this study was to investigate the effectiveness of teaching courage behavior skills on critical thinking and happiness among high school students in Bushehr. The research method is a quasi-experimental design with pre-test and post-test design. The statistical population of this study was 8238 secondary school students in Bushehr. 40 students were selected through multistage cluster sampling. Data were collected by Fachion Critical Thinking Questionnaire (1990), Arheyl Happiness (2002), and Zarei Daraborat (2006). Data analysis was performed using SPSS software and statistical methods of variance analysis (Ancova) and multivariate analysis (Manncova). The findings showed that there is a significant difference between the experimental and control groups in terms of at least one of the variables of the skill of daring behavior, critical thinking and happiness. In other words, it can be said that training the skill of arrogant behavior on critical thinking and knowledge happiness The students have a meaningful effect. There was no significant difference between the subjects in terms of critical thinking and happiness in the experimental and control group. The overall result of the research showed that promoting the skill of treason behavior can greatly help to increase the level of critical thinking and happiness of students.
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Volume 6, Issue 38 (3-2019)
Abstract
The purpose of this study was to investigate the effect of teaching critical thinking skills on students' social and cognitive development. This quasi-experimental study was performed using pre-test and post-test with control group. The statistical population consisted of all seventh grade female students in Karaj in the academic year 95-96. Multistage cluster sampling method was used for sampling. For this purpose, all the girls' schools in Karaj were divided into four groups according to their location and then we randomly selected one district and two schools from that district. So that from the first school one class was taught for critical thinking skills and the other from the school one was assigned to the control group. The number of subjects was based on Cohen's table with effect size of 0.50 and test power of 0.97, sample size for experimental group 24 and control group of 24 persons. The instruments used in the study were Matson's Social Skills Questionnaire (1983) and Neural Cognitive Skills Questionnaire (2013). Descriptive statistics was used for data analysis and multivariate analysis of variance (MANOVA) was used for inferential statistics. The results showed that there was a significant difference between the mean scores of social skills and cognitive skills of students who were trained in Critical Thinking and compared to students who were trained in the usual way in schools and increased their skills. Social skills and cognitive skills.
Bahram Movahedzadeh,
Volume 6, Issue 39 (12-2019)
Abstract
The aim of this study was to determine the effect of teaching critical thinking skills on creativity of male high school students in Behbahan city. Teaching critical thinking was independent variable, and creativity were dependent variables. The present study was a field experimental study with pre- post-test and follow-up design. The variables were measured by Critical Thinking of Halpern, version 21 and Creativity of Abedi. The sample consisted of 50 high school students in third grade that were enrolled in the school year of 2015-2016, and were selected through multistage random sampling method. They also were randomly assigned into two experimental and control groups. Before teaching critical thinking to experimental group, the pre-tests of critical thinking and creativity were administered to both groups. Then, the experimental group was taught critical thinking and no training was provided to the control group. After the completion of the course, the critical thinking and creativity questionnaires were administered to both groups, and five weeks later were administered again. Results of multivariate analysis of covariance (MANCOVA) indicated that teaching critical thinking causes a significant increase in creativity in students. Also, the results indicated that teaching critical thinking has a persistent effect on creatively over time.
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Volume 7, Issue 40 (3-2020)
Abstract
The aim of this study was to investigate the efficacy of educational interventions on students' critical thinking and Comparison of this effect in elementary, junior and high school students by using meta-analysis method based on the Hunter and Schmidt approach. Fifteen studies which were accepted methodologically and conducted within the last 10 years in Iran were included in the meta-analysis. The checklist of meta-analysis with 1222 participants were used. The results indicated that the effect size of educational interventions on students' critical thinking was 0/43. The effect size in elementary, junior and high school students was 0/32, 0/45 and 0/61. Also, the results of modulatory analysis showed the efficacy of moderating variables in these interventions. Based on the results of the present meta-analysis, the effect of educational interventions on students' critical thinking according to Cohen's table was above average. This effect rate was evaluated moderate in elementary students, above average in junior high school students and high in secondary school students. The effect of moderating variables in elementary school was higher than the first and second secondary school.
Fereshte Salemi, D.r Ayat Saadattalab, D.r Alireza Mollazade,
Volume 15, Issue 49 (11-2024)
Abstract
This research was conducted with the aim of determining the effectiveness of philosophy education for children on critical thinking, academic self-efficacy and spiritual growth of 10-13-year-old female students. This research was applied in terms of purpose and in terms of quasi -experimental method with a pre-test and post-test design with a control group. The statistical population of the research includes all female students aged 10 to 13 in Tehran in the academic year 1402-1403, of which 32 people were selected as a statistical sample using the available sampling method. Of these, 16 people were randomly included in the experimental group and 16 in the control group. Ricketts' critical thinking questionnaire (2003), Jinks and Morgan's academic self-efficacy questionnaire (1999) and King's spiritual intelligence questionnaire (2008) were used to collect data. Data analysis was done through covariance test and SPSS software version 26. The findings of this research showed that teaching philosophy for children according to the size of the effect (0.617) on critical thinking and its components and the effect (0.706) on academic efficiency and its components and according to the size the effect (0.657) has a significant effect on spiritual intelligence and its components. Therefore, it can be concluded that teaching philosophy for children by strengthening thinking skills and developing inner awareness improves and strengthens critical thinking skills, academic self-efficacy and spiritual growth in students.
