Designing and validating research thinking development model among second-period high school students: Based on psychological and educational foundations

The present study aimed to design and validate a research thinking development model among second-period high school students. In so doing, first, psychological and educational foundations of pragmatism, Islam, behaviorism, and cognitivism and their strengths, 8 components and 103 subcomponents were extracted. Afterwards, the designed model was validated based on the views of school authorities in East Azerbaijan, Kohgiluyeh and Boyer Ahmad, and Markazi Provinces. The collected data were analyzed in order to specify the validity of the model. The descriptive analysis of the data included frequency, percentage, mean, and rank, and the inferential analysis was carried out through t-test and one-way, two-way, and multiple-way ANOVA. The results of the study indicated that: First, the designed model of research thinking development was approved by the school authorities (principals, vice-principals, counselors, and teachers). Second, there was no significant difference between different school authorities with regard to ranking the 8 components that affect the development of research thinking among students. Third, there was a significant difference between the views of school authorities in the provinces under study regarding the effect of each of the 8 components in developing research thinking among students. The main effect of province on four components of developing research thinking was also significant, which are: Management and structure, Educational space, facilities, equipment (environment), Teachers, and Scientific meetings of students and teachers.