مقايسه اثربخشي الگوي آموزشي بايبي و گانيه بر تفكر نقادانه و خلاق دانش آموزان

Comparison of The Effectiveness of 5E Model and Ganiye Educational Model on Critical Thinking and Creative Thinking of Students

گسترش تفكر نقادانه و خلاق يكي از مهم‍ترين اهداف تعليم و تربيت است. مدل آموزشي بايبي و گانيه از جمله روش‍هاي تدريس هستند كه به نظر مي‍رسد در تقويت اين دسته از مهارت‍هاي تفكر نقش داشته باشند؛ لذا پژوهش حاضر با هدف مقايسه اثربخشي مدل آموزشي بايبي و مدل آموزشي گانيه بر تفكر نقادانه و خلاق دانش‍آموزان دختر دوره دوم متوسطه انجام شد. روش كار جامعه آماري اين پژوهش نيمه آزمايشي (پيش‍آزمون- پس آزمون با گروه گواه) دربرگيرنده كليه دانش‍آموزان دختر دوره دوم متوسطه شهر تبريز در سال تحصيلي 99-1398 بود كه تعداد 60 دانش آموز با استفاده از روش نمونه‍گيري خوشه‍اي چندمرحله‍اي و در دسترس انتخاب و به طور تصادفي در سه گروه (20 نفر براي هر گروه) جايگزين شدند. هر سه گروه پرسشنامه‍ ارزيابي مهارت تفكر خلاق كارتر (2009) و آزمون تفكر انتقادي واتسون- گليرز را به عنوان پيش‍آزمون تكميل كردند و پس از اتمام هشت جلسه 60 الي 90 دقيقه‍اي مدل آموزشي بايبي و هشت جلسه 60 الي 90 دقيقه‍اي مدل آموزشي گانيه (هريك هفته اي دو جلسه به مدت 4 هفته) پرسشنامه‍هاي مذكور توسط گروه‍ها تكميل شد. داده ها با استفاده از تحليل كواريانس تك متغيره در نرم‍افزار SPSS.15 تحليل شدند. هر دو الگوي آموزشي بايبي و مدل آموزشي گانيه بر تفكر نقادانه و تفكر خلاق دانش‍آموزان دختر دوره دوم متوسطه تاثير معناداري داشتند (0/001

Educational Bybee and Ganiye educational model are among the teaching methods that seem to play a role in strengthening this category of thinking skills; therefore, the present study was conducted to comparethe effectiveness of the educational model Bybee and Ganiye educational model on critical thinking and creative thinking of second-year female students. Methods: The statistical population of this quasi-experimental study (pre-test-post-test with a control group) included all-female high school students in Tabriz in the academic year 2010-2011 those 60 students were selected using multi-stage and available cluster sampling and randomly assigned to three groups (20 for each group). All three groups completed the Carter (2009) Creative Thinking Skills Assessment Questionnaire and the Watson-Glears Critical Thinking Test as a pre-test and at the end of eight sessions of 60-90 minutes of Bybee training model and eight 60–90-minute sessions of Ganiye training model (every two sessions per week for 4 weeks), the mentioned questionnaires were completed by the groups. Data were analyzed using univariate analysis of covariance in SPSS.15 software. Results: Both the Bybee educational model and Ganiye educational model had a significant effect on critical thinking and creative thinking of second-year female students (p<0.001); However, the Bybee training model had a greater effect on the promotion of critical thinking and creative thinking than the Ganiye training model (p<0.001). Conclusions: Due to the superiority of the effectiveness of the Bybee educational model on fostering students' critical thinking and creative thinking, the use of this teaching method is recommended with more caution due to the small research evidence; however, the importance of holding training courses in this approach should be explained to teachers and specialists in the field of education.