رابطة شیوة تدریس معلّمان و پرورش نگرش‌علمی دانش‌آموزان مدارس ابتدایی دخترانه شهر تهران

پژوهش در برنامه ریزی درسی

مقاله 11، دوره 15، شماره 56، اردیبهشت 1397، صفحه 162-173   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2018.539731

نویسندگان

فرشیده فتحی هفشجانی^{* 1}؛ محبوبه عارفی²؛ کوروش فتحی واجارگاه³

¹کارشناس ارشد، دانشکده روان‌شناسی و علوم تربیتی شهید بهشتی تهران، ایران

²دانشیار دانشکده علوم تربیتی و روان‌شناسی دانشگاه شهید بهشتی، تهران، ایران

³استاد دانشکده علوم تربیتی و روان‌شناسی دانشگاه شهید بهشتی، تهران، ایران

چکیده

هدف این پژوهش، شناسایی رابطة شیوة تدریس معلمان و پرورش نگرش علمی دانش‌آموزان مدارس ابتدایی دخترانه، در مناطق چهارگانة (شمال، جنوب، شرق و غرب) تهران در سال تحصیلی 89- 88 بوده است. از میان تمامی این مدارس، بیست معلم و بیست کلاس با روش نمونه‌گیری خوشه‌ای چندمرحله‌ای انتخاب شدند. اطلاعات از طریق پرسشنامة محقق‌ساخته، چک‌لیست مشاهده، اسناد و فایل فعالیت‌های کلاسی گردآوری شد. داده‌ها با آزمون‌های کلومگروف اسمیرنف، فریدمن، دوجمله‌ای و ضریب همبستگی اسپیرمن تجزیه‌وتحلیل شدند. طبق یافته‌ها، شیوه‌های مشارکتی، بدیعه‌پردازی، پرسش‌وپاسخ، بحث گروهی و آزمایشی با مؤلفة خلاقیت و شیوة ایفای نقش با کنجکاوی و تفکر انتقادی و شیوه تدریس واحدکار با هر سه مؤلفه همبستگی معنادار داشتند. بیشترین شیوه‌های تدریس به‌کار رفته حفظ و تکرار، سخنرانی، توضیحی، نمایشی و به‌وسیله رایانه و کم‌کاربردترین روش‌ها حل‌ مسئله و پرسش و پاسخ، مشارکتی، ایفای نقش و واحدموضوعی بودند؛ و پیرامون مؤلفه‌های نگرش علمی کنجکاوی دانش‌آموزان مورد مطالعه در حد متوسط و خلاقیت و تفکر انتقادی آنان در وضعیت نامطلوبی قرار داشت.

کلیدواژه‌ها

تفکر انتقادی؛ خلاقیت؛ شیوة تدریس؛ کنجکاوی؛ نگرش‌علمی

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