مقايسه‌ي تفكر انتقادي و خلاقيت دانش آموزان تك‌زبانه‌ي فارسي زبان و دوزبانه‌ي ارمني- فارسي زبان

compare the creativity and critical thinking Between bilingual students of Persian-Armenian language and monolingual students of Persian language

هدف از پژوهش حاضر مقايسه ي تفكر انتقادي و خلاقيت دانش آموزان دوزبانه­ ي ارمني- فارسي زبان با دانش آموزان تك زبانه­ي فارسي زبان بوده كه به روش علمي– مقايسه­ اي صورت گرفته است. نمونه ­ي پژوهش در مجموع شامل 120 دانش آموز دختر و پسر مقطع اول متوسطه بوده اند كه 60 نفر از آنها دوزبانه (30 دختر و 30 پسر) و 60 نفر ديگر تك زبانه (30 دختر و 30 پسر) بوده اند كه به روش نمونه گيري خوشه اي چند مرحله­ اي انتخاب شده اند. ابزار جمع آوري داده ها آزمون سنجش خلاقيت عابدي و آزمون تفكر انتقادي كاليفرنيا فرم ب بوده است و براي تحليل داده ها از آزمون t براي گروه­هاي مستقل استفاده شده است. نتايج پژوهش نشان داد كه بين دانش آموزان دوزبانه و تك زبانه در ميانگين نمرات خلاقيت و تفكر انتقادي و خرده مقياس هاي هريك هيچ گونه تفاوت معناداري وجود نداشت و همچنين دانش آموزان دختر و پسر نيز در ميانگين نمرات تفكر انتقادي و خلاقيت و هريك از خرده مقياس هاي آن­ها به جز در خرده مقياس انعطاف پذيري از بين خرده مقياس­ه اي خلاقيت، هيچ­گونه تفاوت معناداري با يكديگر نداشته اند. بنابر اين شايد بتوان گفت كه دوزبانگي را نبايد يك نقص و يا مانعي بر سر راه رشد مهارت هاي شناختي مانند مهارت خلاقيت و تفكر انتقادي دانش آموزان دوزبانه دانست چرا كه دوزبانه ­ها نسبت به تك زبانه ها عملكرد ضعيف تري نداشته اند.

The purpose of the present study was to compare the creativity and critical thinking between bilingual students of Persian-Armenian language and monolingual students of Persian language. The study method is causal-comparative. Statistical community is all Bilingual of Persian-Armenian language and monolingual of Persian language students in first year of high school in the Tehran city in the 1393-94 academic year. The sample group is included 120( 60 monolingual students and 60 bilingual students and each group consisted of 30 male and 30 female) that were selected by multistage cluster sampling method. To collect data used from Abedi creativity test and California critical thinking skills test. Data using independent sample t-test were analyzed. The results showed that there is not significant difference between monolingual and bilingual students in creativity and it subscales (including fluency, elaboration, originality and flexibility) and critical thinking and it subscales (including analysis, inference, evaluation, deductive reasoning and inductive reasoning) mean scores. Also there is not significant difference between male and female students in critical thinking and it subscales mean scores and creativity and it subscales with the exception of flexibility subscale. Mean scores of female students in flexibility from creativity subscales was higher than of male students. In explaining these results we can say that due to the not found significant difference between creativity and critical thinking of monolingual and bilingual students as two cognitive skills, Therefore, bilingualism is not a defect and obstacle for bilingual students cognitive development and with proper educational strategy bilingualism becomes an opportunity for the cognitive skills development.