رابطه بين تفكر انتقادي و سبك حل مساله با خلاقيت در دانش آموزان پسر مدارس هوشمند

Relationship between Critical Thinking and Problem-Solving Style with Creativity in Male Students of Smart Schools

هدف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﺑﺮرﺳﯽ راﺑﻄﻪ ﺑﯿﻦ ﺗﻔﮑﺮ اﻧﺘﻘﺎدي و ﺳﺒﮏ ﺣﻞ ﻣﺴﺎﻟﻪ ﺑﺎ ﺧﻼﻗﯿﺖ در داﻧﺶ آﻣﻮزان ﭘﺴﺮ ﻣﺪارس ﻫﻮﺷﻤﻨﺪ ﺑﻮد. روش ﭘﮋوﻫﺶ ﺑﺮ ﺣﺴﺐ ﻫﺪف ﮐﺎرﺑﺮدي و از ﻧﻈﺮ روش ﮔﺮداوري داده ﻫﺎ ﺗﻮﺻﯿﻔﯽ-ﻫﻤﺒﺴﺘﮕﯽ ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري ﭘﮋوﻫﺶ ﺷﺎﻣﻞ ﮐﻠﯿﻪ داﻧﺶ آﻣﻮزان ﭘﺴﺮ ﻣﻨﻄﻘﻪ 8 ﺷﻬﺮ ﺗﻬﺮان ﺑﻮدﻧﺪ ﮐﻪ در ﻣﺪارس ﻫﻮﺷﻤﻨﺪ ﻣﺸﻐﻮل ﺑﻪ ﺗﺤﺼﯿﻞ ﺑﻮدﻧﺪ ﮐﻪ از اﯾﻦ ﻣﯿﺎن ﺑﺎ اﺳﺘﻔﺎده از روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪاي ﻣﺮﺣﻠﻪ اي 230 ﻧﻔﺮ ﺑﻪ ﻋﻨﻮان ﺣﺠﻢ ﻧﻤﻮﻧﻪ درﻧﻈﺮ ﮔﺮﻓﺘﻪ ﺷﺪ. روش ﺟﻤﻊ آوري داده ﻫﺎ ﺑﺮ اﺳﺎس ﭘﺮﺳﺸﻨﺎﻣﻪ ﻫﺎي اﺳﺘﺎﻧﺪارد ﺗﻔﮑﺮ اﻧﺘﻘﺎدي ﮐﺎﻟﯿﻔﺮﻧﯿﺎ (1990)، ﺳﺒﮏ ﻫﺎي ﺣﻞ ﻣﺴﺎﻟﻪ ﮐﺴﯿﺪي و ﻻﻧﮓ (1996) و ﺧﻼﻗﯿﺖ ﻋﺎﺑﺪي (1363) ﺑﻮد. ﭘﺎﯾﺎﯾﯽ ﭘﺮﺳﺸﻨﺎﻣﻪﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از روش آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ ﻣﺤﺎﺳﺒﻪ ﺷﺪ ﮐﻪ ﻣﻘﺪار آن ﺑﺮاي ﻫﺮ ﺳﻪ ﭘﺮﺳﺸﻨﺎمه ﺑﺎﻻي 70/. ﺑﻪدﺳﺖ آﻣﺪ. ﻫﻤﯿﻦﻃﻮر از رواﯾﯽ ﻣﺤﺘﻮا ﺑﻪﻣﻨﻈﻮر آزﻣﻮن رواﯾﯽ ﭘﺮﺳﺸﻨﺎﻣﻪ اﺳﺘﻔﺎده ﺷﺪ ﮐﻪ ﺑﺮاي اﯾﻦ ﻣﻨﻈﻮر ﭘﺮﺳﺸﻨﺎمه ها ﺑﻪ ﺗﺄﯾﯿﺪ ﻣﺘﺨﺼﺼﯿﻦ ﻣﺮﺑﻮﻃﻪ رﺳﯿﺪ. ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ دادهﻫﺎي ﺑﻪدﺳﺖ آﻣﺪه ﺑﻪ وﺳﯿﻠﻪ ﻫﻤﺒﺴﺘﮕﯽ و رﮔﺮﺳﯿﻮن ﭼﻨﺪﮔﺎﻧﻪ اﻧﺠﺎم ﭘﺬﯾﺮﻓﺖ. ﯾﺎﻓﺘﻪﻫﺎ ﻧﺸﺎن دادﻧﺪ ﺑﯿﻦ ﺳﺒﮏ ﻫﺎي ﺣﻞ ﻣﺴﺎﺋﻠﻪ و ﺗﻔﮑﺮ اﻧﺘﻘﺎدي ﺑﺎ ﺧﻼﻗﯿﺖ راﺑﻄﻪ ﻣﻌﻨﯽ داري وﺟﻮد دارﻧﺪ و ﻣﯽ ﺗﻮان ﺑﺮ اﺳﺎس ﺗﻔﮑﺮ اﻧﺘﻘﺎدي و ﺳﺒﮏ ﻫﺎي ﺣﻞ ﻣﺴﺌﻠﻪ ﺧﻼﻗﯿﺖ را در داﻧﺶ آﻣﻮزان ﭘﯿﺶ ﺑﯿﻨﯽ ﮐﺮد.

The present study was aimed to examine the relationship between critical thinking and problem-soling style with creativity in male students of smart schools. Research method was practical in terms of objective; and in terms of data collection method, it was correlational-descriptive. The statistical population of the present study consisted of all male students in Tehran's eighth region, who studied in smart schools; from them, 230 individuals were selected as sample size, using a stratified cluster random sampling method. Data collection was done based on California's (1990) standard critical thinking questionnaire, Lang and Cassidy's problemsolving styles questionnaire (1996), and Abedi's creativity questionnaire (1984). The reliability of the questionnaires was calculated using Cronbach's alpha to be greater than 0.70 for all three questionnaires. In addition, content validity was used in order to calculate the validity of the questionnaire. Hence, the questionnaires were approved by experts. Data analysis was done based on correlation and multifold regression. Findings showed that there was a significant relationship between problem-solving styles and critical thinking with creativity; and we can measure students' creativity based on critical thinking and problemsolving styles.