Identify the characteristics of independent thinking and provide evidence of the status of independent thinking in junior high school

Document Type : Scientific- research

Authors

1 PhD Graduated, Curriculum group, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran – Iran.

2 Assistant Professor, Department of Educational Methods and Curriculum, Faculty of Educational Sciences and Psychology, University of Tehran, Tehran, Iran.

3 Associate Professor, Department of Educational Psychology, Faculty of Educational Sciences and Psychology, University of Tehran, Tehran, Iran.

Abstract

The aim of this study was to identify the characteristics of independent thinking and provide evidence of it in junior high school. For this purpose, using the documentary method, a systematic review of the research background in various scientific databases in the last 40 years was conducted. Investigations led to the identification of 30 documents. Data analysis based on content analysis strategy led to the identification of 146 open source codes and were classified into 7 main themes and 27 sub-themes. Identified indicators include; Feelings of freedom and choice were reciprocal and participatory learning, mastery of cognitive skills, mastery of metacognitive skills, familiarity with problem-solving skills, independent activity, and conscious obedience. The results of the content analysis of the first secondary school textbooks also indicate that; The book of mathematics and experimental sciences has the highest frequency among the indicators of independent thinking. Also, among the identified indicators, the highest frequency is related to the category of "independent activity" and the lowest frequency is related to the category of "feeling of freedom and choice" and "conscious obedience". Therefore, it can be stated that if the identified indicators are used in the educational processes of students, it is likely that in adulthood they will become independent individuals with individual abilities and resistant to anomalies and social harms.

Keywords

References

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Thinking and Children
Volume 13, Issue 1 - Serial Number 25
Spring & Summer 2022
February 2022
Pages 291-321

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