بررسي گرايش به تفكر انتقادي در دانش‌آموزان دوره دوم متوسطه

Studying the tendency to critical thinking in secondary school students

ﯾﮑــﯽ از اﻫــﺪاف ﻣﻬــﻢ و اﺻــﻠﯽ ﺗﻌﻠــﯿﻢ و ﺗﺮﺑﯿــﺖ ﺗﻘﻮﯾــﺖ و ﭘــﺮورش ﺗﻔﮑــﺮ اﻧﺘﻘــﺎدي اﺳــﺖ. ﻟــﺬا، ﭘــﮋوﻫﺶ ﺣﺎﺿــﺮ ﺑــﺎ ﻫــﺪف ﺑﺮرﺳــﯽ ﮔــﺮاﯾﺶ ﺑــﻪ ﺗﻔﮑــﺮ اﻧﺘﻘــﺎدي در داﻧــﺶ آﻣــﻮزان دوره دوم ﻣﺘﻮﺳــﻄﻪ اﺳــﺘﺎن ﮐﺮﻣﺎﻧﺸــﺎه اﻧﺠــﺎم ﮔﺮدﯾــﺪ. روش ﭘــﮋوﻫﺶ ﺣﺎﺿــﺮ ﺗﻮﺻــﯿﻔﯽ از ﻧــﻮع ﭘﯿﻤﺎﯾﺸــﯽ ﺑـﻮد . ﺟﺎﻣﻌــﻪ آﻣــﺎري ﺷـﺎﻣﻞ ﺗﻤــﺎﻣﯽ داﻧــﺶ آﻣــﻮزان ﭘﺴـﺮ دوره دوم ﻣﺘﻮﺳــﻄﻪ ﻣــﺪارس ﺷــﺎﻫﺪ و ﻧﻤﻮﻧـــﻪ ﺷﻬﺮﺳـــﺘﺎن ﮐﺮﻣﺎﻧﺸـــﺎه در ﺳـــﺎل ﺗﺤﺼـــﯿﻠﯽ 1394-95 ﺑـــﻮد. روش ﻧﻤﻮﻧـــﻪ ﮔﯿـــﺮي ﺧﻮﺷﻪ اي ﭼﻨـﺪ ﻣﺮﺣﻠـﻪ اي اﺳـﺖ ﮐـﻪ ﺗﻌـﺪاد 230 داﻧـﺶ آﻣـﻮز ﺑـﻪ ﭼﻨـﺪ ﻣﺮﺣﻠـﻪ اي ﺗﺼـﺎدﻓﯽ اﻧﺘﺨﺎب ﺷﺪ. ﺑـﻪ ﻣﻨﻈـﻮر ﮔـﺮدآوري داده ﻫـﺎ از ﭘﺮﺳﺸـﻨﺎﻣﻪ ﮔـﺮاﯾﺶ ﺑـﻪ ﺗﻔﮑـﺮ اﻧﺘﻘـﺎدي رﯾﮑـﺘﺲ )2003( اﺳـﺘﻔﺎده ﺷــﺪ . ﭘﺎﯾــﺎﯾﯽ آن ﺑـﺎ اﺳــﺘﻔﺎده از آﻟﻔــﺎي ﮐﺮوﻧﺒـﺎخ 0/72 ﺑــﻮد. ﻧﺘــﺎﯾﺞ ﻧﺸــﺎن داد ﮐﻪ در ﺑﯿﻦ داﻧﺶ آﻣـﻮزان ﺟﺎﻣﻌـﻪ آﻣـﺎري، ﻣﯿـﺰان ﮔـﺮاﯾﺶ ﺑـﻪ ﺗﻔﮑـﺮ اﻧﺘﻘـﺎدي و ﻣﻮﻟﻔـ ﻪ ﻫـﺎي آن ﺑــﻪ ﺟــﺰ ﺑﺎﻟﻨــﺪﮔﯽ ( ﺑــﺎﻻﺗﺮ از ﺣــﺪ ﻣﺘﻮﺳــﻂ اﺳــﺖ . ﺑــﯿﻦ ﻋﻤﻠﮑــﺮد داﻧــﺶ آﻣــﻮزان در ﺗﻔﮑــﺮ اﻧﺘﻘــﺎدي و ﻣﻮﻟﻔــﻪ ﻫــﺎي آن ﺑــﻪ ﺗﻔﮑﯿــﮏ ﭘﺎﯾــﻪ و رﺷــﺘﻪ ﺗﺤﺼــﯿﻠﯽ ﺗﻔــﺎوت ﻣﻌﻨــﺎداري وﺟــﻮد ﻧﺪاﺷﺖ. ﺿﺮﯾﺐ ﻫﻤﺒﺴـﺘﮕﯽ ﺗﺤﺼـﯿﻼت ﭘـﺪر ﺑـﺎ ﻣﻮﻟﻔـﻪ ﺗﻌﻬـﺪ و ﺑـﺎ ﮔـﺮاﯾﺶ ﺑـﻪ ﺗﻔﮑـﺮ اﻧﺘﻘـﺎدي ﻣﻌﻨــﺎدار ﺑــﻮد. ﻫﻤﭽﻨــﯿﻦ، راﺑﻄــﻪ ﻣﺜﺒــﺖ و ﻣﻌﻨــﺎداري ﺑــﯿﻦ ﺗﺤﺼــﯿﻼت ﻣــﺎدر ﺑــﺎ ﻣﻮﻟﻔــﻪ ﺗﻌﻬــﺪ وﺟﻮد داﺷﺖ.

One of the main goals of education is to foster critical thinking. Therefore, the present study was conducted to investigate the tendency toward critical thinking in secondary school students of Kermanshah province. The method of this study was descriptive survey. The statistical population consisted of all boys in secondary school in grade 2 of Shahed and Nemoneh high schools of Kermanshah in the academic year 1394-1395.The method is multi-stage cluster sampling that 230 students were selected randomly. To collect data, Rickets' Thought Thinking Questionnaire (2003) was used. Its reliability was 0.72 using Cronbach's alpha. The results showed that among students, the rate of tendency to critical thinking and its components (except for growth) was higher than average. There was no significant difference between students' performance in critical thinking and its components in their grade and field of study. Father's correlation coefficient with commitment component and with tendency towards critical thinking was significant. Also, there was a positive and significant relationship between mother's education and commitment component.