Identifying Dimensions and Components of the Development of Students’ Research Thinking through Education Courses

Document Type : Scientific- research

Authors

1 Ph.D. student in Educational Management, Islamic Azad University, Tonekabon Branch, Tonekabon, Iran

2 Associate Professor, Department of Educational Sciences, Islamic Azad University, Tonekabon Branch, Tonekabon, Iran

3 Assistant Professor, Department of Educational Sciences, Islamic Azad University, Tonekabon Branch, Tonekabon, Iran

Abstract

Using a qualitative approach and a phenomenological research design, the current study aims to identify the dimensions and components of the development of students’ research thinking through education courses. Based on the purposive sampling technique as to reach a theoretical saturation point, a number of 13 specialists in the field of education were invited to participate the research. Data were collected through semi-structured interviews and analyzed by the application of content analysis. To obtain research validity and reliability, individual participant and non-participant experts were reviewed. The dimensions and components identified were explained in the form of 36 open codes and five axial codes consisting of teacher attitudes, appropriate educational environment, collaboration, environmental capabilities, and students’ self-direction. Our findings show that the development of students’ research thinking in education courses requires thoughtful and research-minded teachers, appropriate educational facilities, creating culture of thinking, research and cooperation, establishing effective communication with facilities outside the school environment, and active and motivated students.

Keywords

References

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Thinking and Children
Volume 11, Issue 1 - Serial Number 21
September 2020
Pages 229-247

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