A Study of Critical Thinking Skills in Selected Persian Novels for Young Adults Based on Peter Facione’s List
Maryam
Omidinia
کارشناس ارشد علم اطلاعات و دانششناسی
author
Leila
Maktabifard
استادیار گروه علم اطلاعات و دانششناسی، دانشگاه خوارزمی
author
Esmat
Mo’meni
استادیار گروه علم اطلاعات و دانششناسی، دانشگاه علامه طباطبایی
author
text
article
2013
per
The present study examines critical thinking skills in novels for young adults, published in 2000s. The corpus of the study consisted of twelve novels for young adults, which were selected purposefully and as advised by 26 experts in children’s literature. The research used qualitative-inductive content analysis. The novels were analyzed based on Facione’s critical thinking skills, namely interpretation, analysis, evaluation, inference, explanation, and self-regulation. The acts and dialogues of characters were examined using the six critical thinking parameters described by Facione. The characters in the novel “the Persians and I: The Fortress of the Dragon 1”, had applied critical thinking skills more than those in other novels. Moreover, in all the examined novels, interpretation skill was used more than other skills of critical thinking. Next were analysis and explanation, respectively. Self-regulation and inference were both in the fourth rank with regard to their frequency. The skill of evaluation had the least frequency in the novels. The results of the study revealed that ordinary stories, when of proper literary quality, can be used for educational purposes.
Thinking and Children
INSTITUTE FOR HUMANITIES AND CULTURAL STUDIES
2383-0700
4
v.
7
no.
2013
1
26
https://fabak.ihcs.ac.ir/article_852_0986dfb9605fb10fa030359bea36d598.pdf
The Effect of Computer Games on Information Processing in Young Adults
Hussein
Zare’
استاد دانشگاه پیام نور
author
Abdolrahim
Jahanara
عضو هیئت علمی دانشگاه پیام نور
author
text
article
2013
per
This study mainly focuses on the effect of violent and mental computer games on information processing (time and accuracy of reaction) in young adults. It also seeks to identify the possible differences between automatic and controlled information processing. With a semi-experimental design, this research worked with a population of 90 male junior high school students in second grade; the students were randomly classified into an experimental and a control group and were studied for two months. In the experimental group, the students were in the category of either violent or mental games. The students in the control group were not familiar with computer games at all. The instrument for measuring computational test was Stroop Effect which would record the exact time and the precision of the response of all students for both automatic and controlled information processing in the pre-test and the post-test. The data were then analyzed using dependent t-test. The results of the study revealed that computer games of mental type have a significant relationship with reaction time in automatic (p = 0.04) and controlled (p = 0.01) processing as well as the precision of reaction in automatic (p = 0.0) and controlled (p = 0.0) processing. The results concerning violent computer games showed that this type of games have a significant impact on the reaction time in automatic (p = 0.001) and controlled (p = 0.002) information processing as well as on the precision of reaction in automatic (p = 0.00). The result of precision of reaction in controlled processing (p = 0.08), however, was not significant. The analysis of the results of the control group in both the pre-test and the post-test proved to be insignificant with regard to both reaction time and precision of reaction, in both automatic and controlled processing. All in all, this study showed a better processing of information, both automatic and controlled, in games of mental type. In violent games, the performance was impaired.
Thinking and Children
INSTITUTE FOR HUMANITIES AND CULTURAL STUDIES
2383-0700
4
v.
7
no.
2013
27
49
https://fabak.ihcs.ac.ir/article_853_b1ba609e4231c331220c45fd37cd2790.pdf
A Study into the Representation of “Authority and Freedom” in Persian Stories for Children
Ali
Shirvani Shiri
دانشجوی دکتری فلسفة تعلیم و تربیت، دانشگاه اصفهان a
author
Hassanali
Bakhtiyar Nasrabadi
دانشیار بخش علوم تربیتی، دانشکدة علوم تربیتی و روانشناسی، دانشگاه اصفهان
author
Mohammad Hussein
Heidari
استادیار بخش علوم تربیتی، دانشکدة علوم تربیتی و روانشناسی، دانشگاه اصفهان
author
text
article
2013
per
Since the paradox of "authority and freedom" is one of the most significant challenges in the philosophy of children's literature, the present paper attempts to identify and investigate the techniques of representing "authority and freedom" in Iranian picture-story books. Using analytic method, this study examines six Persian picture-stories to answer the following questions: What techniques are used to represent authority and freedom in Persian picture-stories? Are there any differences between the techniques used in the corpus of the study? Which of the identified techniques improve children’s creativity and power of thinking? The results indicate that implicit theme, open plot, objective or performative point of view, polyphony in texts and images, indirect, dynamic and sophisticated characterization, and dominance of images are among the techniques that enhance the thinking ability, decision making, creativity and choices of children.
Thinking and Children
INSTITUTE FOR HUMANITIES AND CULTURAL STUDIES
2383-0700
4
v.
7
no.
2013
51
78
https://fabak.ihcs.ac.ir/article_854_d5b695035b594c26037371fb7e542f85.pdf
The Effect of Strategic Teaching of Thinking on Questioning in Male Fifth-Graders in Sanandaj
Hassan
Gharibi
استادیار روانشناسی، گروه علوم انسانی، دانشگاه پیام نور
author
Yousef
Adib
دانشیار گروه علوم تربیتی، دانشگاه تبریز
author
Eskandar
Fathiazar
استاد گروه علوم تربیتی، دانشگاه تبریز
author
Touraj
Hashemi
دانشیار گروه روانشناسی، دانشگاه تبریز
author
Rahim
Badri Gargari
دانشیار گروه علوم تربیتی، دانشگاه تبریز
author
Zoleikha
Gholizadeh
استادیار گروه روانشناسی، دانشگاه کردستان
author
text
article
2013
per
The present study aims at investigating the effect of strategic teaching of thinking on questioning abilities of fifth graders. It is an experimental research using pre-test, post-test and control group. 80 fifth graders (40 male and 40 female) from primary schools in Sanandaj were selected through random cluster sampling and formed the population of the research. The male and female students were randomly placed in either the control or the experimental group. The students in the experimental group were taught thinking for fifteen sessions of one hour each. The questioning abilities of students in both control and experimental groups were examined and compared with a pre-test and a post-test, using Beck and Jessup’s Multi-dimensional Quest Orientation Scale (MQOS) questionnaire. The data were analyzed by ANCOVA. The results indicate that teaching thinking has a significant effect on the improvement of questioning. Questioning can be enhanced through direct teaching of thinking in the classroom. Students should be encouraged to participate in discussions and class activities in order to learn how to manage challenging situations.
Thinking and Children
INSTITUTE FOR HUMANITIES AND CULTURAL STUDIES
2383-0700
4
v.
7
no.
2013
79
92
https://fabak.ihcs.ac.ir/article_855_357b5b7fdf1515d90210b90bd000c0d2.pdf
The Spirit of Modern Technology and the Place of
Thinking in Schools
(The Study of Thinking Value in Current Educational Technology)
Saeed
Naji
استادیار پژوهشگاه علوم انسانی و مطالعات فرهنگی
author
text
article
2013
per
The present paper seeks to study the place of thinking as well as the impact of modern technology on promotion of thinking at schools. It first briefly reviews a number of well-known theories about modern technology and its effects on people’s lives and attitudes. Then the components of educational technology are briefly discussed and the mentioned theories of modern technology are applied to educational technology to see how educational technology affects different aspects of students’ lives, particularly their process of learning thinking at school. The place and importance of thinking and its promotion at the schools are also discussed. The paper concludes that educational technology does not contribute to the development of thinking abilities and does not pay attention to the students’ thinking when dealing with important issues of their lives. Therefore, it is necessary to rethink current educational technology and this adds to the significance of programs like ‘philosophy for children’.
Thinking and Children
INSTITUTE FOR HUMANITIES AND CULTURAL STUDIES
2383-0700
4
v.
7
no.
2013
93
120
https://fabak.ihcs.ac.ir/article_856_7fb7ef2a0685e23d0d14b53579656c3d.pdf
Effect of Philosophical Mentality on Solving Math Problems by Male and Female Third-grade Students in Hamedan Junior High Schools
Soodeh
Nouri
کارشناس ارشد فلسفة تعلیم و تربیت، دانشگاه علامه طباطبایی
author
Irandokht
Fayyaz
دکترای تخصصی فلسفة تعلیم و تربیت، عضو هیئت علمی دانشگاه علامه طباطبایی
author
Asghar
Seif
دکترای تخصصی آمار، دانشگاه آزاد اسلامی، واحد همدان، گروه ریاضیات، همدان، ایران
author
text
article
2013
per
The present paper aims at examining the effect of philosophical mentality on solving math problems in third grade male and female students of Hamedan junior high schools. The research adopts a causal-comparative methodology. 8229 students from junior high schools in Hamedan, in 2011-2012, formed the population of the study. From among these, 367 students were selected through classified sampling with proper allocation. The instruments for data collection included two questionnaires for the evaluation of philosophical mentality and the ability to solve math problems. The Cronbach's Alpha Reliability scores obtained for the said questionnaires were 0.864% and 0.730% respectively. The data were analyzed using SPSS 20, in two sections of descriptive statistics (frequency, percentage, mean and standard deviation) and inferential statistics (Spearman Correlation Coefficient, two-way ANOVA – between subjects design, Bonferonni Test and Multivariate Regression). The findings of the research confirmed that philosophical mentality does affect students’ ability of solving math problems and showed this effect to be of great magnitude. The results also indicated that greater philosophical mentality leads to greater ability of solving math problems. However, there was no significant relationship between gender and the ability to solve math problems. The contrastive effect of philosophical mentality and gender on the ability to solve math problems did not prove significant either. Moreover, penetration, compared to comprehensiveness and flexibility, had a significantly more impact on the ability to solve math problems.
Thinking and Children
INSTITUTE FOR HUMANITIES AND CULTURAL STUDIES
2383-0700
4
v.
7
no.
2013
121
139
https://fabak.ihcs.ac.ir/article_857_9e65fc9ee2617e7b7bffb7b451cc7489.pdf