تأثیر آموزش روش‌های تفکر منطقی (قصه‌گویی و اجتماع پژوهشی) بر مهارت استدلال، سازگاری اجتماعی و پیشرفت تحصیلی دانش آموزان

نوع مقاله : مقاله پژوهشی

نویسنده

گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران.

چکیده

پیشینه و اهداف: آموزش تفکر به دانش‏آموزان، یکی از اساسی‏ترین وظایف نظام آموزش و پرورش است. از مهم‏ترین شیوه‏هایی که در این زمینه در سال‏های اخیر رشد پیدا کرده، آموزش فلسفه به کودکان (فبک) است. این پژوهش با هدف بررسی تأثیر آموزش روش‌های تفکر منطقی (قصه‌گویی و اجتماع پژوهشی) بر مهارت استدلال، سازگاری اجتماعی و پیشرفت تحصیلی دانش‏آموزان اجرا شد. روش‌ها‌: روش پژوهش از نظر هدف، کاربردی و از نظر گردآوری داده‌ها کمی از نوع شبه آزمایشی بود. برای دستیابی به اهداف، نمونه‏ای به حجم 187 نفر از دانش‌آموزان پسر پایه ششم ابتدایی شهرستان خرم‌آباد در شش کلاس انتخاب شدند. ابزارهای گردآوری داده‏ها شامل پرسشنامه سازگاری اجتماعی دانش‌آموزان، آزمون مهارت‌های استدلال نیوجرسی و آزمون پیشرفت تحصیلی بودند که پس از بررسی و اطمینان از روایی و پایایی در دو مرحله پیش‌آزمون و پس‌آزمون اجرا شدند. مداخله آزمایشی در دو روش قصه‌گویی و اجتماع پژوهشی هر کدام با الگو و فرایند مشخص به مدت پنج جلسه اجرا شدند. یافته‌ها: نتایج نشان دادند دو روش قصه‏گویی و اجتماع پژوهشی بر پیشرفت تحصیلی، سازگاری اجتماعی و استدلال اثرگذار بودند (لامبدای ویلکس 0.32 با 47.69=F و سطح معناداری 0.01>p). در سازگاری اجتماعی و استدلال روش اجتماع پژوهشی نسبت به قصه‏گویی اثربخشی بالاتری داشت. نتیجه‌گیری: بر این اساس می‏توان نتیجه گرفت آموزش فلسفه به کودکان در قالب قصه‏گویی و تشکیل اجتماعات پژوهشی علاوه بر ارتقای کیفیت‏های عاطفی (سازگاری اجتماعی) بر ارتقای کیفیت تحصیل (پیشرفت تحصیلی) و رشد مهارت‏های تفکر (استدلال) اثرگذار است.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Effect of Logical Thinking Methods (Storytelling and Research Community) on Reasoning Skills, Social Adaptation and Academic Achievement of students

نویسنده [English]

  • Zahra Baharvand Irannia
Department of Educational Sciences, Farhangian University, Iran
چکیده [English]

Background and Objectives: Teaching thinking skills to students represents one of the most fundamental mandates of educational systems. Among the most significant methodologies developed in this domain in recent years is Philosophy for Children (P4C). This study was conducted to investigate the effect of teaching logical thinking methods—storytelling and community of inquiry—on reasoning skills, social adjustment, and academic achievement of elementary students. Methods: In terms of purpose, the research was applied, and regarding data collection, it employed a quantitative quasi-experimental design. To achieve the research objectives, a sample of 187 sixth-grade male students from Khorramabad city was selected across six classes. Data collection instruments included the Students' Social Adjustment Questionnaire, the New Jersey Reasoning Skills Test, and an Academic Achievement Test. After verifying validity and reliability, these tools were administered in pre-test and post-test phases. The experimental intervention, implementing both storytelling and community of inquiry methods—each with its specific model and process—was conducted over five sessions. Findings: The results indicated that both storytelling and community of inquiry methods were effective on academic achievement, social adjustment, and reasoning skills (Wilks' lambda = 0.32, F = 47.69, p < 0.01). In terms of social adjustment and reasoning, the community of inquiry method demonstrated higher effectiveness compared to storytelling. Conclusion: Based on these findings, it can be concluded that teaching philosophy to children through storytelling and establishing communities of inquiry not only enhances emotional qualities (social adjustment) but also improves educational quality (academic achievement) and promotes the development of thinking skills (reasoning).

کلیدواژه‌ها [English]

  • Teaching Philosophy for Children
  • Storytelling
  • Research Community
  • Logical Thinking
  • Reasoning Skills
  • Social Adaptation
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