پدیدارنگاری تفکر انتقادی دانشجویان تحصیلات تکمیلی با تأکید بر سطوح "توضیح دادن" و "تحلیل کردن" از دیدگاه پل و الدر

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا،تهران، ایران

2 استادیار گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا،تهران، ایران

3 استاد گروه مشاوره، دانشکدۀ روان‌شناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران

10.22034/emes.2021.248191

چکیده

زمینه و هدف: امروزه جایگاه تفکر انتقادی در پیشبرد موفقیت تحصیلی و شغلیِ دانشجویان، اهمیتی دوچندان یافته است و بر همین اساس بسیاری از مؤسسات آموزش عالی، تقویت تفکر انتقادی دانشجویان را یکی از اهداف نهایی خود قلمداد می‌کنند. پژوهش حاضر، با هدف توصیف ادراک دانشجویان تحصیلات تکمیلی از سطح دوم «توضیح دادن موضوع متن» و سوم «تحلیل منطق متن» تفکر انتقادی بر مبنای چارچوب پل و الدر (2012) صورت گرفت.
روش پژوهش: این پژوهش براساس رویکرد کیفی و روش پدیدارنگاری انجام شد. مشارکت‌کنندگان 15 نفر، دانشجوی سال اول، دوم و فارغ‌التحصیلان رشتۀ روان‌شناسی تربیتی دورۀ کارشناسی‌ارشد دانشگاه الزهرا (س) در سال‌های تحصیلی 97-1395 بودند که براساس تمایل داوطلبانه، در این پژوهش شرکت کردند. ابتدا از آن‌ها خواسته شد تا بخشی از متن کتاب "هنر عشق‌ورزیدن" را بخوانند و سپس به سؤال‌های موجود در سطح دوم و سوم تفکر انتقادی پاسخ دهند. اطلاعات، بر مبنای روش استقرایی تحلیل شدند. طبقه‌های توصیفی با افق‌های درونی و بیرونی و نیز فضای نتیجه ترسیم شد.
یافته‌ها: نتایج پژوهش بیانگر هشت طبقۀ توصیفی شامل؛ توضیح دادن موضوع متن بر مبنای راهبرد بسط معنایی، به‌کارگیری استدلال قیاسی، یادآوری دانش ادبی پیشین، تحلیل متن با توجه به مؤلفه‌های تفکر انتقادی، تشخیص نامناسب مؤلفه‌های تفکر انتقادی، پرسش‌های اکتشافی در مقابل پرسش‌های غیر اکتشافی،  بیان کلی از محتوای متن و غلبۀ دیدگاه فرد بر نویسنده است.
نتیجه‌گیری: با توجه به نتایج، به‌منظور ارتقاء سطوح تفکر انتقادی دانشجویان توصیه می‌شود، آموزش مؤلفه‌های تفکر انتقادی و تقویت مهارت خواندن انتقادی مورد توجه سیاست‌گذاران نظام آموزش عالی قرار گیرد.

کلیدواژه‌ها

عنوان مقاله [English]

A phenomenography of critical thinking of graduate students with an emphasis on the levels of “Explicating” and “Analyzing” of Paul and Elder's perspective

نویسندگان [English]

  • zahra Moradi Najaf Abadi 1
  • Maryam Mohsenpour 2
  • Ali reza Kiamanesh 3
1 department of Educational Psychology, education and psychology faculty, Alzahra university, Tehran,Iran
2 department of Educational Psychology, education and psychology faculty, Alzahra university, Tehran,Iran
3 Professor, Department of Counseling, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran
چکیده [English]

Background and Objective: Nowadays, the importance of critical thinking in promoting students’ academic and career
success has increased. Therefore, many higher educational institutions
consider reinforcing critical thinking as one of their ultimate goals. The present study was conducted with the aim of describing the graduate students ' perception of the second level “explicating the thesis of a text “and third level “analyzing the Logic of Text” of critical thinking based on Paul and Elder framework (2012).  
Methods:         This research was conducted based on a qualitative approach, and phenomenography method. 15 voluntary Participants were from first year, second year and graduated educational psychology students of at master level from Alzahra University, in the academic year of 2016-2018. First of all, they were requested to read a part of the book entitled “Art of Loving” and answer to the questions of second and third level of critical thinking. Then, data were analyzed based on the inductive method. The categories description was plotted with internal and external horizons and outcome space.
Results: The results showed eight descriptive category including, explicating the thesis of a text based on the elaboration strategy, application of deductive reasoning, remembering of prior literacy knowledge, text analysis with regard to the components of critical thinking, inappropriate diagnosis of critical thinking components, exploratory questions vs no exploratory questions, general expression of content of text and overcoming the person's vision on author vision.
Conclusion: Therefore, to promote the critical thinking of students, it is recommended the instructing of critical thinking components and strengthening critical reading skills be considered by policy makers of higher education.

کلیدواژه‌ها [English]

  • Explicating
  • Analyzing
  • Critical thinking
  • phenomenography
  • Graduated Students
  • Paul and Elder Framework

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مطالعات اندازه گیری و ارزشیابی آموزشی
دوره 11، شماره 34
شهریور 1400
صفحه 27-58

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