اثربخشي روش تدريس حل مسأله بر تفكر نقادانه و عملكرد تحصيلي دانشآموزان پايه ششم

The Effectiveness of Problem-Solving Teaching Method on Critical Thinking and Academic Performance of Sixth Grade Student

ﻣﻘﺪﻣﻪ و ﻫﺪف:ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫ ﺪف ﺗﺒﯿﯿﻦ ﺗﺄﺛﯿﺮروش ﺗﺪرﯾﺲ ﺣﻞ ﻣﺴﺄﻟﻪ ﺑﺮﺗﻔﮑﺮ ﻧﻘﺎداﻧﻪ و ﻋﻤﻠﮑﺮد ﺗﺤﺼﯿﻠﯽ داﻧﺶآﻣﻮزان ﭘﺎﯾﻪ ﺷﺸﻢ ﺷﻬﺮ ﺑﯿﺮﺟﻨﺪ اﻧﺠﺎم ﮔﺮﻓﺖ. روش ﺷﻨﺎﺳﯽ ﭘﮋوﻫﺶ: اﯾﻦ ﭘﮋوﻫﺶ ﺑﻪ ﺷﯿﻮه ﻣﻄﺎﻟﻌﻪ ﻣﺪاﺧﻠﻪ اي ﺑﺎ ﻃﺮح ﭘﯿﺶ آزﻣﻮن ﭘﺲ آزﻣﻮن ﺑﺎ ﮔﺮوه ﮐﻨﺘﺮل اﻧﺠﺎم ﮔﺮدﯾﺪ. ﺟﺎﻣﻌﻪ آﻣﺎري ﻣﻮرد ﻣﻄﺎﻟﻌﻪ داﻧﺶآﻣﻮزان ﭘﺎﯾﻪ ﺷﺸﻢ ﺷﻬﺮ ﺑﯿﺮﺟﻨﺪ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1399_1400ﺑﻮده اﺳﺖ ﮐﻪ ﺑﻪ ﺷﯿﻮه ﻧﻤﻮﻧﻪﮔﯿﺮي ﺧﻮﺷﻪ اي ﺗﺼﺎدﻓﯽ دو ﭘﺎﯾﻪ اﻧﺘﺨﺎب و ﺑﻪ ﻃﻮر ﺗﺼﺎدﻓﯽ ﺑﻪ دو ﮔﺮوه آزﻣﺎﯾﺶ و ﮔﻮاه ﺗﻘﺴﯿﻢ ﺷﺪ. ﺑﺎ اﺳﺘﻔﺎده از روش ﺗﺪرﯾﺲ ﺣﻞ ﻣﺴﺄﻟﻪ ﺑﻪ داﻧﺶآﻣﻮزان درس ﻋﻠﻮم ﺗﺪرﯾﺲ ﺷﺪ و ﮔﺮوه ﮐﻨﺘﺮل ﺑﻪ ﺻﻮرت ﻣﻌﻤﻮل آﻣﻮزش دﯾﺪﻧﺪ. ﻗﺒﻞ و ﺑﻌﺪ از اﻋﻤﺎل ﻣﺘﻐﯿﺮ ﻣﺴﺘﻘﻞ )ﺗﺪرﯾﺲ ﺣﻞ ﻣﺴﺄﻟﻪ( از داﻧﺶآﻣﻮزان ﭘﯿﺶ آزﻣﻮن و ﭘﺲ آزﻣﻮن ﮔﺮﻓﺘﻪ ﺷﺪ. ﺟﻬﺖ ﺳﻨﺠﺶ ﻋﻤﻠﮑﺮد ﺗﺤﺼﯿﻠﯽ داﻧﺶآﻣﻮزان از ﭘﺮﺳﺸﻨﺎﻣﻪ ﻋﻤﻠﮑﺮد ﺗﺤﺼﯿﻠﯽ ﻓﺎم وﺗﯿﻠﻮر )1999( وﺟﻬﺖ ﺳﻨﺠﺶ ﺗﻔﮑﺮ ﻧﻘﺎداﻧﻪ داﻧﺶآﻣﻮزان از ﭘﺮﺳﺸﻨﺎﻣﻪ ﮔﺮاﯾﺶ ﺑﻪ ﺗﻔﮑﺮ ﻧﻘﺎداﻧﻪ ﮐﺎﻟﯿﻔﺮﻧﯿﺎ )ﻓﺎﺳﯿﻮن، 1992( اﺳﺘﻔﺎده ﺷﺪه اﺳﺖ. داده ﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از ﻣﻄﺎﻟﻌﺎت آﻣﺎر ﺗﻮﺻﯿﻔﯽ و اﺳﺘﻨﺒﺎﻃﯽ و اﺳﺘﻔﺎده از آزﻣﻮن ﻫﺎي آﻣﺎري ﺷﺎﭘﯿﺮو-وﯾﻠﮏ )ﺟﻬﺖ ﺑﺮرﺳﯽ ﻧﺮﻣﺎﻟﯿﺘﯽ(، آزﻣﻮن ﻟﻮن )ﺟﻬﺖ ﺑﺮرﺳﯽ ﻫﻤﮕﻨﯽ وارﯾﺎﻧﺲ ﻫﺎ( و ﺗﺤﻠﯿﻞ ﮐﻮوارﯾﺎﻧﺲ ﯾﮏ ﻣﺘﻐﯿﺮه و ﭼﻨﺪ ﻣﺘﻐﯿﺮه و ﺑﻪ ﮐﻤﮏ ﻧﺮم اﻓﺰار آﻣﺎري SPSS ﻧﺴﺨﻪ 23 ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ ﺷﺪ. ﯾﺎﻓﺘﻪﻫﺎ: ﻧﺘﺎﯾﺞ ﻧﺸﺎندﻫﻨﺪه اﯾﻦ اﺳﺖ ﮐﻪ آﻣﻮزش ﺑﺎ روﯾﮑﺮد ﺣﻞ ﻣﺴﺄﻟﻪ ﺑﺮ ﺗﻔﮑﺮ ﻧﻘﺎداﻧﻪ و ﻋﻤﻠﮑﺮد ﺗﺤﺼﯿﻠﯽ داﻧﺶآﻣﻮزان ﺗﺄﺛﯿﺮ ﻣﻌﻨﯽداري دارد )0/05

Introduction: The aim of this study was to explain the effect of problem-solving teaching methods on critical thinking and academic performance of sixth grade students in Birjand city. Research Methodology: This research was conducted as an intervention study with a pre-test and post-test design with a control group. The statistical population was the sixth grade students of Birjand city in the academic year 2021-2022 and the samples were selected by random double-stage cluster sampling and they were randomly divided into experimental and control groups. Using the problem-solving teaching method, the science course was taught and the control group was trained as usual. Before and after applying the independent variable, pre-test and post-test were taken from the students. The Pham & Taylor (1999) Student Performance Questionnaire was used to assess students' academic performance, and the California Critical Thinking Orientation Questionnaire (Facion, 1992) was used to assess students' critical thinking. Data were analyzed using descriptive and inferential statistical studies and Shapiro- Wilk statistical tests (to check normality), Levene's test (to check the homogeneity of variances) and univariate and multivariate analysis of covariance through SPSS software version 23. Findings: The results indicate that problem-solving education has a significant effect on students' critical thinking and academic performance (p<0.05).