motahhareh hamzerobati; hamid javdani
Abstract
IntroductionCritical thinking is one of the main acctual goals of teaching / learning, because critical thinking can help learners to resolve ambiguities or adapt to ongoing social, cultural, and technological changes. MethodThe purpose of this study which has done in 2020-2021, was to provide a framework ...
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IntroductionCritical thinking is one of the main acctual goals of teaching / learning, because critical thinking can help learners to resolve ambiguities or adapt to ongoing social, cultural, and technological changes. MethodThe purpose of this study which has done in 2020-2021, was to provide a framework for critical thinking, which was carried out with qualitative research method. Based on the theoretical and experimental findings obtained from semi-structured interviews with 26 academic researchers, selected through purposive sampling and also using qualitative content analysis method, the main cognitive competences and dispositions of critical thinking were identified.ResultsThe depicted conceptual framework of critical thinking includes two main components (Cognitive and metacognitive competences and Dispositions of critical thinking). The proposed framework could pave the way for Critical thinking in future learning under the "Sustainability" paradigm.DiscussionCritical thinking is vital for the future of the student and could able them constantly to applic it on their thinking when making a decision and also could indirectly strengthen deeply comprehension of a concept . It could be also able them to evaluate all the decisions that they have made in the past. In fact, students who think critically can be deemed responsible as they are used to thinking thoroughly, openly and imaginatively before making a decision. however, Excellence in thought, need to be systematically cultivated.DiscussionCritical thinking is vital for the future of the student and could able them constantly to applic it on their thinking when making a decision and also could indirectly strengthen deeply comprehension of a concept . It could be also able them to evaluate all the decisions that they have made in the past. In fact, students who think critically can be deemed responsible as they are used to thinking thoroughly, openly and imaginatively before making a decision. however, Excellence in thought, need to be systematically cultivated.
Philosophy of Education
S Kiyarsi
Abstract
Thesignificance of media awareness in Iran’s public schools is crucial in helpingChildren comprehend the visual media world in which they live. The world iscurrently a place where our youth are inundated with visual messages that areto be received, interpreted and critically analyzed. The aim of ...
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Thesignificance of media awareness in Iran’s public schools is crucial in helpingChildren comprehend the visual media world in which they live. The world iscurrently a place where our youth are inundated with visual messages that areto be received, interpreted and critically analyzed. The aim of this study wasto investigate the effects of the philosophy for children program on awarenessof media Violence and stereotypes in popular media of fifth grade elementaryschool students (Boys) of Dezful. A random sample of 50 fifth grade boystudents participated in this study. Experimental group participated for 20sessions in the community of inquiry to discuss their favorite media contentsuch as games to be aware of the phenomena of media violence and gender andsocial stereotypes. The control group subjects did not receive training. Thefindings of this investigation showed that utilizing philosophy for childrenprogram has a positive effect on awareness of media Violence and gender andsocial stereotypes.
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.
N. Nazari; A.R. Heydari; S. Bakhtiarpoor
Volume 20, Issue 2 , December 2014, , Pages 81-98
Abstract
The purpose of this study was to investigate the effect of criticalthinking training using Socratic questions on critical thinking skills ofpsychology students of Islamic Azad university Ahvaz branch.Thestudy sample included one class among all offered classes for under graduate studentsconsisted of ...
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The purpose of this study was to investigate the effect of criticalthinking training using Socratic questions on critical thinking skills ofpsychology students of Islamic Azad university Ahvaz branch.Thestudy sample included one class among all offered classes for under graduate studentsconsisted of 44 students whichwere divided randomly intointervention and control groups.Pretest, post test control group design wasused. After random selection of experimental and control groups, first for alltwo groups, pre test was performed, then the pilot intervention in 13 sessionsof 90 minutes for the experimental group were presented and after the trainingprogram, post-test was taken for both groups. The students’ critical thinkingskills were measured by Watson-Glaser Critical Thinking Appraisal (Form A). Thereliability of test were measured with Kronbakh alfa method (α=0.75) and datawas analyzed with Analysis of Covariance (ANCOVA), in level of p<0.05(usingSPSS 19).Results showed a significant difference between the treatmentand control groups in critical thinking total score and four subscales amongthe five subscales. Findings also determined that variables of, gender andmarriage style have not affected critical thinking scores in this study.Thereforewe can conclude thattraining critical thinking using Socratic questionscan play essential role in increasing critical thinking skills
A. Ramazani; A. Parsa; M. Safaei Moghadam
Volume 17, 3,4 , February 2011, , Pages 77-100
Abstract
This research was conducted to investigate the effect of higher education on development of critical thinking. By classified random sampling, 500 undergraduate students for two college in five group ((2005, 2006, 2007, 2008, 2009)) were selected. By compeleting (CCTST) and analyzing ...
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This research was conducted to investigate the effect of higher education on development of critical thinking. By classified random sampling, 500 undergraduate students for two college in five group ((2005, 2006, 2007, 2008, 2009)) were selected. By compeleting (CCTST) and analyzing data by SPSS, the results indicated that there were significant differences among five groups of students and senior students gaind better scores than the juniors. In addition differences were found in three subscale of the test (evaluation, Analysis, Inference). However, the results revealed that not only higher education has positive effect on development of critical thinking, but also the scores of all students were lower than standard mean of the test. This research suggests that in spite of the fact that development of critical thinking is related to family and educational background of students before entering the higher education, but revision and improvement in the structure and curricular of higher education, is necessary.
