نواندیشی در آموزش و یادگیری

نواندیشی در آموزش و یادگیری

رابطه بین عزت‌ نفس و تفکر انتقادی با توجه به نقش میانجی سواد اطلاعاتی معلمان دوره ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشجوی کارشناسی ارشد مدیریت آموزشی، واحد بندر جاسک، دانشگاه آزاد اسلامی، بندرجاسک، ایران
2 مدیریت آموزشی، واحد بندرجاسک، دانشگاه آزاد اسلامی، بندرجاسک، ایران
چکیده
مقدمه و هدف: تفکر‌انتقادی یکی از مهارت‌های کلیدی در فرآیند یاددهی‌یادگیری است که عزت‌نفس و سواد اطلاعاتی با تأثیر بر آن به بهبود کیفیت آموزش کمک می‌کند. پژوهش حاضر با هدف بررسی رابطه بین عزت نفس و تفکر‌انتقادی با‌توجه به نقش میانجی سواد اطلاعاتی در بین معلمان ابتدایی شهرستان جاسک انجام شد.
روش شناسی پژوهش: تحقیق حاضر از نظر نوع کاربردی و با در نظر گرفتن موضوع تحقیق توصیفی از نوع همبستگی می‌باشد. جامعه آماری تحقیق حاضر شامل کلیه معلمان مقطع ابتدایی جاسک به تعداد ۳۱۷ نفر بود. با استفاده از جدول مورگان و روش نمونه گیری تصادفی طبقه ای تعداد ۱۷۵ نفر به عنوان نمونه انتخاب شد. جهت جمع‌آوری اطلاعات از سه پرسشنامه عزت نفس روزنبرگ (۱۹۸۹)، پرسشنامه تفکر انتقادی ریکتس (۲۰۰۳) و پرسشنامه سواد اطلاعاتی کارکنان سیامک و داورپناه (۱۳۸۸) استفاده شد. روایی پرسشنامه ها توسط متخصصان تأیید شد و پایایی آنها با استفاده از ضریب آلفای کرونباخ برای متغییرهای عزت نفس764/0، تفکر‌انتقادی882/0 و سواد اطلاعاتی 831/0 محاسبه شد. نتایج با استفاده از روش همبستگی پیرسون و مدل معادلات ساختاری تجزیه و تحلیل شد.
یافته­ ها: نتایج نشان داد که بین عزت نفس و تفکر‌انتقادی رابطه مثبت و معناداری وجود دارد(01/0>p ، 64/0=r). همچنین، رابطه مثبت و معناداری بین عزت نفس و سواد اطلاعاتی (01/0>p ، 57/0=r) و بین سواد اطلاعاتی و تفکر انتقادی(01/0>p ، 69/0=r) مشاهده شد. علاوه‌بر‌این، نتایج مدل معادلات ساختاری نشان داد که سواد اطلاعاتی نقش میانجی مؤثری در رابطه بین عزت نفس و تفکر انتقادی ایفا می‌کند.
بحث و نتیجه ­گیری: می­توان گفت که هر جامعه ­ای جهت دستیابی به رشد و شکوفایی به اشخاصی نیازمند است که دارای تفکر‌انتقادی بالایی باشند. این اشخاص برای اینکه بتوانند با پدیده­های مختلف برخورد منتقدانه کنند باید از اطلاعات و دانش لازم برخوردار باشند، درنتیجه ارتباط بین تفکر انتقادی و سواد اطلاعاتی در این خصوص نمایان می­شود. تفکر‌انتقادی به‌عنوان یک ابزار یادگیری، معلمان را با هنر استدلال و منطق آشنا ساخته و آمادگی آن‌ها را برای موقعیت­های پویای داخل و خارج از کلاس­ها افزایش داده، شایستگی­های لازم برای بهتر زیستن و همچنین بهتر درک کردن و تدریس کردن را در اختیار آنان قرار می­دهد.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

An Investigation in to the Relationship between Self-esteem and Critical Thinking with the Mediating Role of Primary Teachers Information Literacy

نویسندگان English

Aliye Borjali 1
Mohammad Sadegh Hoseini 2
Ramin Tafazzoli 2
1 Master's student in educational management, Bandar Jask Branch, Islamic Azad University, Bandar Jask, Iran
2 Educational Management, Islamic Azad University, Bandar Jask Branch, Bandar Jask, Iran
چکیده English

Introduction: Critical thinking is one of the key skills in the teaching-learning process, which is influenced by self-esteem and information literacy, contributing to the improvement of educational quality. This study aims to examine the relationship between self-esteem and critical thinking, considering the mediating role of information literacy among primary school teachers in Jask.
Methodology: This research is applied in nature and, given the topic, is a descriptive-correlational study. The statistical population consisted of all primary school teachers in Jask (N = 317). Based on Morgan's table and stratified random sampling, 175 teachers were selected as the sample. Data were collected using three questionnaires: Rosenberg's Self-Esteem Scale (1989), Ricketts’ Critical Thinking Questionnaire (2003), and Siamak & Davarpanah's Information Literacy Questionnaire (2009). The validity of the questionnaires was confirmed by experts, and their reliability was calculated using Cronbach's alpha coefficient: 0.764 for self-esteem, 0.882 for critical thinking, and 0.831 for information literacy. The results were analyzed using Pearson's correlation and structural equation modeling.
Findings: The results showed a positive and significant relationship between self-esteem and critical thinking (r = 0.64, p < 0.01). A positive and significant relationship was also found between self-esteem and information literacy (r = 0.57, p < 0.01), and between information literacy and critical thinking (r = 0.69, p < 0.01). Moreover, structural equation modeling revealed that information literacy plays a significant mediating role in the relationship between self-esteem and critical thinking.
Conclusion: It is often argued that every society needs individuals with high critical thinking skills to achieve growth and prosperity. To critically engage with various phenomena, these individuals must be equipped with the necessary information and knowledge beforehand, highlighting the relationship between critical thinking and information literacy. Critical thinking is best taught as a learning tool that equips teachers with essential reasoning and logical skills, preparing them for complex situations both inside and outside the classroom and providing them with the skills necessary for a better personal and professional life.

کلیدواژه‌ها English

Self-esteem
Critical Thinking
information literacy
elementary school teachers
Structural Equation Model
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