تأثير آموزش مهارت هاي تفكرانتقادي بر افزايش خلاقيت در دانش‌آموزان

The effect of teaching critical thinking skills on students creativity

هدف پژوهش حاضر تعيين تأثير آموزش مهارت­هاي تفكرانتقادي بر خلاقيت دانش‌آموزان پسر پايه سوم دبيرستان­هاي شهر بهبهان بود. طرح پژوهش نيمه آزمايشي از نوع پيش آزمون-پس آزمون و پيگيري با گروه گواه بود. جامعه آماري شامل كليه دانش ­آموز پسر پايه سوم دبيرستاني شهر بهبهان، كه در سال تحصيلي 95-1394 مشغول به تحصيل بودند نمونه­ ي پژوهش 50 نفر از دانش آموز پسر پايه سوم متوسطه كه با روش نمون ه­گيري تصادفي چند مرحله ­اي انتخاب و به دو گروه آزمايشي و گواه گمارده شدند. براي جمع آوري داده­ها از پرسشنامه ­هاي مهارت ­هاي تفكرانتقادي هالپرن نسخه 21، سال 2010 و خلاقيت عابدي (1372) استفاده شد. نتايج تحليل­هاي كواريانس يك­ راهه و چندمتغيري (مانكوا) در متغيرهاي تفكرانتقادي (22/402 = F و 0001/0 = p)، خلاقيت (23/19 = F و 0001/0 = p) و در خرده مقياس هاي سيالي (21/6 = F و 0001/0 = p)، ابتكار (16/6 = F و 0001/0 = p )، انعطاف­ پذيري (59/5 = F و 003/0 = p) و بسط (41/2 = F و 008/0 =p ) مي­باشد كه نشان داد آموزش مهارت­هاي تفكر انتقادي باعث افزايش معني ­دار خلاقيت و خرده مقياس­هاي آن در دانش­آموزان شد. همچنين، نتايج تحليل كواريانس چندمتغيري در خرده مقياس سيالي (212/63 = F و 0001/0 = p )، ابتكار (141/6 = F و 017/0 = p)، انعطاف­ پذيري (596/5 = F و 022/0 = p) و بسط (413/2 = F و 127/0 = p) نشان داد كه آموزش مهارت­هاي تفكرانتقادي در طول زمان بر خلاقيت و خرده مقياس­هاي آن در دانش ­آموزان اثر پايدار دارد.

The aim of this study was to determine the effect of teaching critical thinking skills on creativity of male high school students in Behbahan city. Teaching critical thinking was independent variable, and creativity were dependent variables. The present study was a field experimental study with pre- post-test and follow-up design. The variables were measured by Critical Thinking of Halpern, version 21 and Creativity of Abedi. The sample consisted of 50 high school students in third grade that were enrolled in the school year of 2015-2016, and were selected through multistage random sampling method. They also were randomly assigned into two experimental and control groups. Before teaching critical thinking to experimental group, the pre-tests of critical thinking and creativity were administered to both groups. Then, the experimental group was taught critical thinking and no training was provided to the control group. After the completion of the course, the critical thinking and creativity questionnaires were administered to both groups, and five weeks later were administered again. Results of multivariate analysis of covariance (MANCOVA) indicated that teaching critical thinking causes a significant increase in creativity in students. Also, the results indicated that teaching critical thinking has a persistent effect on creatively over time.