Philosophy of Education
maryam papazadeh; seyyed jalal hashemi; parvane valavi
Abstract
The purpose of this study is to analyze the quantitative and qualitative contents of the History and Philosophy of Education field of M.A. dissertations and Philosophy of Education of Ph.D. theses, taking place in Shahid Chamran University of Ahvaz, in terms of the extent of using the critical thinking ...
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The purpose of this study is to analyze the quantitative and qualitative contents of the History and Philosophy of Education field of M.A. dissertations and Philosophy of Education of Ph.D. theses, taking place in Shahid Chamran University of Ahvaz, in terms of the extent of using the critical thinking of Facione components. In the analysis, contents of 75 M.A. dissertations and Ph.D. theses were studied. The results showed that in M.A. dissertations the critical thinking skills have been used us follows: categorizing with 10.40 percent, analyzing reasons, design, and developing the result each with 9.90 percent , identifying the discussions and the reasons with 9.72 percent , testing the ideas, examining and questioning about the evidences, and stating the results with 9.55 percent , exploring and clarifying the meaning with 9.38 percent ,hypothesizing about the substituent results with 5.46 percent , and justifying and explaining the process of working with the 4.95 percent, presenting and clarifying the reasons with 4.78 percent , assessing claims and arguments with 4.43 percent , and self-examination with 2.39 percent, had the highest and the lowest frequency. In Ph.D. theses, the ability of stating the results and clarifying the arguments with 7.38 percent, and, exploring and clarifying the meaning and testing the ideas with 6.25 percent and other skills with a same ratio with 7.95 percent were observed. The results of qualitative content analysis also indicated that while researchers have tried to work on critical skills, but this practice has not been done in an appropriate manner, according to Facione′s view.
