تعیین شاخص‌ها و الگوی فرآیندی تفکر انتقادی در آموزش و یادگیری

پژوهش در برنامه ریزی درسی

دوره 18، شماره 70، آذر 1400، صفحه 210-226   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2021.1925695.1860

نویسندگان

محسن ترکزاده¹؛ بهرام برزگر^{* 2}؛ فاخته ماهینی³

¹دانشجوی دوره دکتری تخصصی حسابداری، واحد بوشهر، دانشگاه آزاد اسلامی، بوشهر، ایران

²استادیار گروه حسابداری، واحد بوشهر ، دانشگاه آزاد اسلامی، بوشهر، ایران

³استادیار گروه علوم تربیتی، واحد بوشهر، دانشگاه آزاد اسلامی، بوشهر، ایران

چکیده

پژوهش حاضر، باهدف تعیین شاخص‌های تفکر انتقادی در آموزش و یادگیری در ایران بر مبنای نظریه داده بنیاد با رویکرد سیستماتیک منسوب به اشتراوس و کوربین و منطق پارادایمی انجام شد. حوزه این پژوهش شامل متون و نظریات مربوط به آموزش تفکر انتقادی در حسابداری بوده است. جهت جمع‌آوری داده‌های مورد نیاز؛ علاوه بر ادبیات تحقیق، از تکنیک مصاحبه نیمه ساختار یافته با اساتید دانشگاه‌های برتر و روش نمونه‌گیری گلوله‌برفی استفاده شده است. تحلیل داده‌ها بر مبنای سه مرحله کدگذاری باز، کدگذاری محوری و کدگذاری انتخابی انجام شد. یافته‌ها با 41 مفهوم/مضامین و 212 شناسه نهایی در شش مقوله کلی دسته‌بندی شد. در نهایت نظریه اولیه اجرایی الگوی فرآیندی تفکر انتقادی در آموزش و یادگیری دانشجویان حسابداری بصورت الگوی پارادایمی مفهومی تدوین شد. از آنجا که توانایی تفکر انتقادی یک پیامد مهم آموزش است، نیاز به تحقیقات بیشتر و توسعه مداوم ابزارهای پایا و روا برای اندازه‌گیری تفکر انتقادی دانشجویان به منظور هدایت راهبردهای آموزشی که به طور موثر تفکر انتقادی را در میان دانشجویان تسهیل نماید، وجود دارد.

کلیدواژه‌ها

آموزش حسابداری؛ تفکر انتقادی؛ نظریه پردازی داده بنیاد

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