ارتقا تفکر علمی در کودکان پیش‌دبستانی: طراحی بسته آموزشی مبتنی بر رویکرد تجربی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران

2 دانشیار گروه مشاوره و روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران

3 استادیار گروه مدیریت آموزشی دانشگاه فرهنگیان، ایران، تهران

4 استادیار گروه روان‌شناسی تربیتی و مشاوره، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران، ایران، تهران

چکیده

هدف از پژوهش حاضر، بررسی تفکر علمی از ورای ادبیات و بررسی نحوه ارتقا آن در کودکان پیش‌دبستانی بود. این نوع تفکر، مرتبط با روان‌شناسی شناختی بوده و اغلب به‌جای این‌که پدیده‌ای در محیط باشد، در ذهن افراد رخ می‌دهد. با توجه به تأثیر پررنگ دوران پیش از دبستان در پیشرفت تفکر کودکان و موفقیت‌های بعدی تحصیلی، ضروری است تا آموزش تفکر علمی در مراکز آموزشی پیش‌دبستانی موردتوجه قرار گیرد. بر پایه بررسی منابع موجود، بسته آموزشی ارتقا تفکر علمی طراحی شد. روش آموزش تفکر به شکل اجرای نیمه‌آزمایشی، در قالب جلسات مداخله تک‌آزمودنی بود. جامعه آماری این مطالعه متمرکز بردو مرکز پیش‌دبستانیشهر تهران در سال تحصیلی 97-1396 انجام شد و تعداد آماری این دو مرکز شامل 85 آزمودنی (38 دختر و 47 پسر) بود. بر همین ‌اساس، جهت بررسی مقدماتی، نمونه‌ای شامل 4 آزمودنی (2 دختر و 2 پسر) به‌صورت در دسترس انتخاب شدند و در طی هشت جلسه تحت آموزش تفکر علمی قرار گرفتند. در این روش، کودکان به‌صورت فعال در فرایند یادگیری درگیر و پاسخ آنان نسبت به محتوای هر جلسه آموزشی به‌صورت فردی مورد بررسی قرار گرفت. نتایج این مطالعه نشان داد که جلسات آموزش تفکر علمی می‌تواند به یادگیرندگان کمک نماید تا در طول فرآیند یادگیری، مسائل را با شیوه تفکر علمی حل نمایند. پیشنهاد می‌شود، جهت اعتبارسنجی بسته طراحی شده آموزش تفکر علمی، اثربخشی آن بر سایر مهارت‌های شناختی کودکان پیش‌دبستانی مورد بررسی قرار گیرد.

کلیدواژه‌ها


عنوان مقاله [English]

Promoting of Scientific Thinking in Preschool Children: Designing a Training Package Based on Empirical Approach

نویسندگان [English]

  • Lida Malekzade 1
  • Elaheh Hejazi 2
  • Mahmoud Talkhabi 3
  • Zahra Naghsh 4
1 Department of Educational Psychology, Psychology and Educational science Faculty, university of Tehran, Tehran, Iran
2 Department of Educational Psychology, Psychology and Educational science Faculty, university of Tehran, Tehran, Iran
3 University of Farhangian, Tehran, Iran
4 Department of Educational Psychology, Psychology and Educational science Faculty, university of Tehran, Tehran, Iran
چکیده [English]

The aim of this study was to explore scientific thinking beyond the literature of scientific thinking and to study its enhancement in preschool children. Scientific thinking is a kind of thinking related to cognitive psychology and it often occurs in people's mind rather than being a phenomenon in the environment. Given the significant impact of preschool period on children's thinking development and subsequent academic achievement, it is important to consider teaching scientific thinking in preschool education. Based on investigating available resources, the educational package for the improvement of scientific thinking was designed. The method for teaching thinking was planned in the form of semi-experimental study and single subject intervention sessions. Accordingly, as a pilot study, a sample including 4 subjects (2 girls and 2 boys) was selected through convenience sampling and trained in scientific thinking during eight sessions. Children were actively involved in the learning process and their response to each training session was evaluated individually. The results of this study indicated that teaching the scientific thinking can help learners to resolve the issues through scientific thinking. It is suggested that in order to validate the designed package of scientific thinking education, its effectiveness on other cognitive skills of preschool children be examined.

کلیدواژه‌ها [English]

  • Scientific Thinking
  • Problem solving
  • Preschool Child
برک، ل. (1397). روان‌شناسی رشد: از لقاح تا کودکی. ترجمه یحیی سیدمحمدی. تهران: ارسباران.
جانسون، آ. ب.، و کریستنسن، ل. (1395). پژوهش آموزش: رویکردهای کمّی، کیفی و ترکیبی. ترجمه علیرضا کیانمنش، نیوفر اسمعیلی، صبا حسنوندی، مریم دانای طوس، محمدرضا فتحی و مریم محسن‌پور. تهران: علم.
رمضانی، م. (1389). بررسی برنامه درسی فلسفه برای کودکان در راستای توجه به ابعاد مخلف ذهنیت فلسفی. تفکر و کودک. 1(1)، 31-21.
ساکی، ر. (1389). سواد پژوهشی معلم. تهران: دانش آفرین.
محبی، ع. (1391). بررسی تأثیر تدریس مبتنی بر رویکرد ساختن­گرایی بر عملکرد دانش­آموزان در درس علوم تجربی کلاس چهارم ابتدایی. فصلنامه نوآوری­های آموزشی.  13(3)، 124-111.
نباتی، ف. (1385). مقایسه­ای میان استنتاج بهترین تبیین و حدس. حکمت سینوی. 35، 23-1.
هومن، ح. ع. (1394). راهنمای عملی پژوهش کیفی. تهران: سمت.
Bell, P., Tzou, C., Bricker, L., & Baines, A. D. (2012). Learning in diversities of structures of social practice: Accounting for how, why, and where people learn science. Human Development. 55(5-6), 269–284.
Bradford, A. (2017). Deductive reasoning vs. inductive reasoning. Live Science
Chaijaroen, S. (2005). The Learner's Conceptual Thinking Learning with Learning Innovation to Encourage Human Thinking. Khon Kaen: Faculty of Education, Khon Kaen University.
Chen, Z., & Klahr, D. (1999). All Other Things Being Equal: Acquisition and Transfer of the Control of Variables Strategy. Child Development. 70(5), 1098-1120.
Das, M. K. (2014). Elements for development of scientific thinking. Journal of Research & Method in Education. 4(5), 28-32.
Dejonckheere, P. J., De Wit, N., Van de Keere, K., & Vervaet, S. (2016). Exploring the classroom: Teaching science in early childhood. European Journal of Educational Research. 5(3), 149-164
Diamond, A. (2013). Executive Functions. Annual Review of Psychology. 64, 135-168.
Duckworth, E. (1987). The Having of Wonderful Ideas’ and Other Essays on Teaching and Learning.Kaen. Faculty of Education, Khon Kaen University.
Dunbar, K. N., & Klahr, D. (2012). Scientific thinking and reasoning. In K. J. Holyoak & R. Morrison (Eds.), Oxford handbook of thinking and reasoning. 701–718. New York: Oxford Press.
Edelsbrunner, P. A., Schalk, L., Schumacher, R., & Stern, E. (2015). Pathways of Conceptual Change: Investigating the Influence of Experimentation Skills on Conceptual Knowledge Development in Early Science Education. Presented at the 37th Cognitive Science Society.
Feyfant, A. (2015). La résolution de problèmes de mathématiques au primaire. Dossier de veille de l’IFÉ, 105.1-20.
Gallagher, M. L. (2011). Using thinking maps to facilitate research writing in upper level undergraduates classes. Journal of Family and Consumer Sciences Education. 29(2), 53-56.
Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive Functions in Preschoolers: A Review Using an Integrative Framework. Psychological Bulleti. 134(1), 31-60.
Hapgood, S., Magnusson, S. J., & Palincsar, A. S. (2004). Teacher, Text, and Experience: A Case of Young Children's Scientific Inquiry. The Journal of the Learning Sciences. 13(4), 455-505.
Hmlin, M., &Wisneski, D. (2012). Supporting the Scientific Thinking and Inquiry of Toddlers and Preschoolers Through Play. Journal of Young Children. 67(3), 82-88.
Inhelder, B., & Piaget, J. (1958). The growth of logical thinking fromchildhood to adolescence. New York, NY: Basic Books.
Jirout, J., & Zimmerman, C. (2015). Development of science process skills in the early childhood years. In K. C. Trundle, & M. Şackes (Eds.). Research in early childhoodscience education Netherlands.
Klahr, D., Fay, A. L., & Dunbar, K. (1993). Heuristics for Scientific Experimentation: A Developmental Study. Cognitive Psychology. 25(1), 111-146.
Kuhn, D. & Pearsall, S. (2000). Developmental Origins of Scientific Thinking. Journal of Cognition and Development. 1(1), 113-129.
Kuhn, D. (2010). What is Scientific Thinking and How Does it Develop? In U. Goswami (Ed.), Handbook of Childhood Cognitive Development.
Kuhn, D. (2015). Thinking together and alone. Educational Researcher. 44(1), 46-53.
Kuhn, D., & Phelps, E. (1982). The Development of Problem-solvingStrategies. In H. Reese (Ed.), Advances in Child Development and Behavior (Vol. 17, pp. 1–44). New York, NY: Academic Press.
Ledrapier, C. (2007). Le rôle de l’action dans l’éducation scientifique à l’école maternelle–Cas de l’approche des phénomènes physiques. Thèse de doctorat en sciences de l’Éducation, Ecole Normale Supérieure de Cachan.
Ledrapier, C. (2010). Les enjeux d’une Éducation Scientifique des l’ecole maternelle. actes du congrès de l’Actualité de la recherche en éducation et en formation (AREF), Université de Genève.
Lehrer, R., & Schauble, L. (2012). Seeding evolutionary thinking by engaging children in modeling its foundations. Science Education. 96(4), 701-724.
Li, J., & Klahr, D. (2006). The psychology of scientific thinking: Implications for science teaching and learning. Teaching science in the 21st century, 307-329.
Liben, L, S., & Muller, U. (2015). Handbook of Child Psychology and Developmental Science. 22(7), 671-714.
Limpan, M. (2003). Thinking in Education, Cambridge university press.
Lliben, L. S., Kastens, K. A., & Christensen, A. E. (2011). Spatial foundations of science education: The illustrative case of instruction on introductory geological concepts. Cognition and Instruction. 29(1), 45–87.
Lombardi, D., Janelle M. B.,Elliot, S. B., Shondricka, B. (2018). Scaffolding Scientific Thinking: Students’ Evaluations and Judgments during Earth Science Knowledge Construction. Contemporary Educational Psychology. 54, 184-198.
Mayer, D., Sodian, B., Koerber, S., & Schwippert, K. (2014). Scientific Reasoning in Elementary School Children: Assessment and relation with Cognitive Abilities. Learning and Instruction. 29, 43–55.
 National Research Council. (2012). A framework for K–12 Science Education:Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: National Academies Press.
Ngss Lead States. (2013). Next Generation Scince Standards: For states, by states. Washington, DC: National Academies Press.
Osterhaus, C., Koerber, S., & Sodian, B. (2015). Children’s Understanding of Experimental Contrast and Experimental Control: an Inventory for Primary School. Frontline Learning Research. 3(4), 56–94.
Paul, R., & Elder, L. (2019). The Thinker's Guide to Scientific Thinking: Based on Critical Thinking Concepts and Principles. Rowman & Littlefield.
Petchtone, P., & Chaijaroen, S. (2014). The validation of web-based learning environments model to enhance cognitive skills and critical thinking for undergraduate students. Journal of Social and Behavioral Sciences. 46, 5900-5904.
Piekny, J., & Maehler, C. (2013). »Scientific Reasoning in Early and Middle Childhood:The Development of Domain-general Evidence Evaluation, Experimentation, and Hypothesis Generation Skills. British Journal of Developmental Psychology. 31(2), 153-179.
Piekny, J., Grube, D., & Maehler, C. (2014). The development of experimentation and evidence evaluation skills at preschool age. International Journal of Science Education. 36(2), 334–354.
Robson, S. (2012). Developing Thinking & Understanding in Young Children. New York, NY: Taylor & Francis.
 Schuble, L. (1996). The developm,ent of scientific reasoning in knowledge-rich contexts. Developmental Psychology. 32(1), 102-119.
Thitima, G., & Sumalee, C. (2012). Scientific thinking of the learners learning with the knowledge construction model enhancing scientific thinking. Procedia-Social and Behavioral Sciences. 46, 3771-3775.
Tosun, C. (2019). Scientific process skills test development within the topic “Matter and its Nature” and the predictive effect of different variables on 7th and 8th grade students’ scientific process skill levels. Chemistry Education Research and Practice. 20(1), 160-174.
Van der Graaf, J., Segers, E., & Verhoeven, L. (2015). Scientific Reasoning abilities Inkindergarten: Dynamic Assessment of the Control of Variables Strategy. Instructional Science. 43(3), 381–400.
Van der Graaf, J., Segers, E., & Verhoeven, L. (2016). Scientific Reasoning in Kindergarten: Cognitive Factors in Experimentation and Evidence Evaluation. Learning and IndividualDifferences. 49, 190–200.
Van der Graaf, J., Segers, E., & Verhoeven, L. (2018). Individual differences in the development of scientific thinking in kindergarten. Learning and instruction, Learning and Instruction Psychology. 56, 1-19.
Vygotsky, L. S. (1987). Thinking and Speech. In R.W. Rieber & A.S. Carton (Eds.), the Collected Works of L.S.Vygotsky, Volume 1: Problems of General Psychology.339–285. New York: Plenum Press. (Original WorkPublished 1934).
Wagensveld, B., Segers, E., Kleemans, T., & Verhoeven, L. (2014). Child predictors of learning to control variables via instruction or self-discovery. Instructional Science. 43(3), 1–15.
Wassertheil, S. (2015) importance of inductive reasoning. University of Zimbabwe.
Wilson, R. (2002). Promoting the Development of Scientific Thinking. Early Childhood News.
Wood, E., & Attfield, J. (2005). Play, Learning and the Early Childhood Curriculum. London: Paul Chapman.
Zimmerman, C. (2007). The Development of Scientific Thinking Skills in Elementary and Middle School. Developmental Revie. 27(2), 172–223.
دوره 11، شماره 1
اردیبهشت 1399
صفحه 31-48
  • تاریخ دریافت: 29 خرداد 1398
  • تاریخ بازنگری: 10 مرداد 1398
  • تاریخ پذیرش: 10 شهریور 1398
  • تاریخ اولین انتشار: 01 اردیبهشت 1399
  • تاریخ انتشار: 01 اردیبهشت 1399