نقش اموزش مبتني بر تفكر انتقادي و محيط يادگيري سازنده در پيشرفت درس رياضي پنجم ابتدايي

The Role of Education Based on Critical Thinking and Constructivist Learning Environment in Achievement of Math by Grade-5 Students

ﻣﻮﺿﻮع ﻣﻮرد ﺑﺮرﺳﯽ در اﯾﻦ ﺗﺤﻘﯿﻖ ﺑﺮرﺳﯽ ﻧﻘﺶ آﻣﻮزش ﻣﺒﺘﻨﯽ ﺑﺮ ﺗﻔﮑﺮ اﻧﺘﻘﺎدي و ﻣﺤﯿﻂ ﯾﺎدﮔﯿﺮي ﺳﺎزﻧﺪه ﮔﺮا در ﭘﯿﺸﺮﻓﺖ درس رﯾﺎﺿﯽ ﭘﻨﺠﻢ اﺑﺘﺪاﯾﯽ ﺑﻮد. روش اﻧﺠﺎم اﯾﻦ ﭘﮋوﻫﺶ ﻧﯿﻤﻪ ﺗﺠﺮﺑﯽ اﺳﺖ و داراي دو ﮔﺮوه آزﻣﺎﯾﺶ و دو ﮔﺮوه ﮐﻨﺘﺮل ﺑﻮد، ﺷﺎﻣﻞ ﺗﻤﺎﻣﯽ داﻧﺶ آﻣﻮزان ﻣﻘﻄﻊ ﭘﻨﺠﻢ اﺑﺘﺪاﯾﯽ ﺷﻬﺮ ﺳﺮﭘﻠﺬﻫﺎب در ﺳﺎل 1394 اﺳﺖ ﮐﻪ در ﯾﮑﯽ از ﻣﺪارس اﺑﺘﺪاﯾﯽ اﯾﻦ ﺷﻬﺮ ﻣﺸﻐﻮل ﺑﻪ ﺗﺤﺼﯿﻞ ﺑﻮدﻧﺪ ﮐﻪ ﺗﻌﺪاد آﻧﻬﺎ ﺑﺮاﺳﺎس آﻣﺎر اداره آﻣﻮزش و ﭘﺮورش ﺷﻬﺮﺳﺘﺎن ﺳﺮﭘﻠﺬﻫﺎب ﺑﺮاﺑﺮ ﺑﺎ 890 ﻧﻔﺮ ﺑﻮد، ﺣﺠﻢ ﻧﻤﻮﻧﻪ ﺑﻪ ﺗﻌﺪاد 60 ﻧﻔﺮ (دو ﮔﺮوه 15 ﻧﻔﺮه آزﻣﺎﯾﺶ، 2 ﮔﺮوه 15 ﻧﻔﺮه ﮐﻨﺘﺮل) ﺑﻮد، روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﺑﻮد، اﺑﺰار ﮔﺮدآوري دادهﻫﺎ ﺑﺴﺘﻪ آﻣﻮزش روش ﺗﻔﮑﺮ اﻧﺘﻘﺎدي و روش ﺗﺪرﯾﺲ ﺳﺎزﻧﺪه ﮔﺮاﯾﯽ ﺑﻮد، و دادهﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از ﻧﺮم اﻓﺰار spss ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ ﺷﺪﻧﺪ. ﻧﺘﺎﯾﺞ ﺗﺤﻘﯿﻖ ﻧﺸﺎن داد آﻣﻮزش ﻣﺒﺘﻨﯽ ﺑﺮ ﺗﻔﮑﺮ اﻧﺘﻘﺎدي ﺑﺮ ﭘﯿﺸﺮﻓﺖ درﺳﯽ رﯾﺎﺿﯽ داﻧﺶ آﻣﻮزان ﺗﺎﺛﯿﺮ ﻣﻌﻨﺎداري دارد و ﻣﯿﺰان اﯾﻦ ﺗﺎﺛﯿﺮ 84 درﺻﺪ ﺑﻮد و در ﺳﻄﺢ 99 درﺻﺪ ﺗﺎﯾﯿﺪ ﺷﺪ، آﻣﻮزش ﯾﺎدﮔﯿﺮي ﺳﺎزﻧﺪه ﮔﺮا ﺑﺮ ﭘﯿﺸﺮﻓﺖ درﺳﯽ رﯾﺎﺿﯽ داﻧﺶ آﻣﻮزان ﺗﺎﺛﯿﺮ دارد و ﻣﯿﺰان اﯾﻦ ﺗﺎﺛﯿﺮ 68 درﺻﺪ ﺑﻮد.

This study tries to investigate the role of education based on critical thinking and constructivist learning environment in achievement of math by grade-5 elementary students. A quasi-experimental method has been used in this study with two experimental groups and two control groups, including all students of grade 5 in 2015 in one of the elementary schools of Sar-Pol-Zahab City, with a population of 890 students according to the figures reported by the Department of Education of this city. Out of the population, 60 students (two 15-student experimental groups and 2 15-student control groups) were selected as the sample size using random sampling method. The required data were gathered using the educational package of critical thinking method and constructivist teaching method, and the data were analyzed using the SPSS software. The results showed that education based on critical thinking has a significant impact on achievement of math by the students with 84% effect confirmed at 99 percent, and constructivist learning environment has a 68-percent effect on achievement of math by the students.