Abstract:
هدف: پژوهش حاضر به طرح مدل ساختاری پیش‌بینی روحیه پژوهشگری دانش آموزان با استفاده از سبکهای تدریس و سبکهای تفکر معلمان پرداخته است. روش: روش تحقیق توصیفی از نوع همبستگی بود. جامعه آماری پژوهش، شامل کلیه دانش‌آموزان و معلمان دوره اول متوسطه نواحی چهارگانه شهر شیراز هست که در سال تحصیلی 97-1396 مشغول به تحصیل بودند و با استفاده از روش نمونه‌گیری خوشه‌ای چندمرحله‌ای، تعداد نمونه 600 دانش‌آموز و 60 معلم انتخاب شد. ابزار پژوهش شامل پرسشنامه سبکهای تدریس (Grasha and Richman, 2002)، پرسشنامه سبکهای تفکر (Harrison, and Bramson, 2002) و پرسشنامه روحیه‌ی پژوهشگری (Mohammad Sharifi, 2013) بود، ضریب آلفای کرونباخ آن‌ها به ترتیب 79/0، 91/0 و 81/0 بود. یافته‌های پژوهش با استفاده از نرم‌افزارهای Spss و Lisrel و با بهره‌گیری از روش‌های آماری آزمون تی تک نمونه‌ای، ضریب همبستگی پیرسون و تحلیل رگرسیون چندگانه تجزیه‌وتحلیل شد. یافته‌ها: نتایج نشان داد روحیه پژوهشگری دانش‌آموزان بالاتر از حد متوسط است، سبک غالب تدریس معلمان، سبک تدریس تسهیل‌کننده و سبک غالب تفکر آنان سبک تحلیل‌گرایی هست. رابطه معناداری بین تعدادی از سبک تدریس و سبک تفکر معلمان مشاهده شده است. رابطه‌ای معنی‌دار و مستقیم بین انواع سبک تدریس معلمان و روحیه پژوهشگری دانش‌آموزان وجود دارد. سبک تدریس و سبک تفکر معلمان به‌طور همزمان پیش‌بینی کننده معناداری برای روحیه پژوهشگری دانش‌آموزان می‌باشند.
Abstract: The research method was descriptive and correlational. The population of this research consisted of all first cycle of secondary education students and teachers in the four district of Shiraz, who studied in the academic year 96-97. Using multi-stage cluster sampling, 600 students and 60 teachers were selected. Research tools included Grassha and Richman Teaching Styles Questionnaire (2002), Harrison & Bramson Thought Style Questionnaire (2002) and Mohammad Sharifi’s research morale questionnaire (2013). Which Cronbach’s alpha coefficient was 0.79, 0.91 and 0.81 respectively. Research findings were analyzed by SPSS and LISREL software and using statistical methods such as one-sample t-test, Pearson's correlation coefficient, and multiple regression analysis. The results showed that: Research morale in students was higher than average, the dominant teaching style of teachers, was facilitator style and dominant thinking style was the style of analytics. There is a significant relationship between a number of teaching styles and teachers' thinking styles. There is a significant and direct correlation between the different teaching styles of teachers and students' research morale. Teachers teaching styles and thinking styles simultaneously predict a significant role for the students' Research Morale, Teachers teaching styles and thinking styles are simultaneously significant predictor of students' research morale.Keywords: Teaching Styles, Thinking styles, Research Morale,Abstract: The research method was descriptive and correlational. The population of this research consisted of all first cycle of secondary education students and teachers in the four district of Shiraz, who studied in the academic year 96-97. Using multi-stage cluster sampling, 600 students and 60 teachers were selected. Research tools included Grassha and Richman Teaching Styles Questionnaire (2002), Harrison & Bramson Thought Style Questionnaire (2002) and Mohammad Sharifi’s research morale questionnaire (2013). Which Cronbach’s alpha coefficient was 0.79, 0.91 and 0.81 respectively. Research findings were analyzed by SPSS and LISREL software and using statistical methods such as one-sample t-test, Pearson's correlation coefficient, and multiple regression analysis. The results showed that: Research morale in students was higher than average, the dominant teaching style of teachers, was facilitator style and dominant thinking style was the style of analytics. There is a significant relationship between a number of teaching styles and teachers' thinking styles. There is a significant and direct correlation between the different teaching styles of teachers and students' research morale. Teachers teaching styles and thinking styles simultaneously predict a significant role for the students' Research Morale, Teachers teaching styles and thinking styles are simultaneously significant predictor of students' research morale.Keywords: Teaching Styles, Thinking styles, Research Morale,Abstract: The research method was descriptive and correlational. The population of this research consisted of all first cycle of secondary education students and teachers in the four district of Shiraz, who studied in the academic year 96-97. Using multi-stage cluster sampling, 600 students and 60 teachers were selected. Research tools included Grassha and Richman Teaching Styles Questionnaire (2002), Harrison & Bramson Thought Style Questionnaire (2002) and Mohammad Sharifi’s research morale questionnaire (2013). Which Cronbach’s alpha coefficient was 0.79, 0.91 and 0.81 respectively. Research findings were analyzed by SPSS and LISREL software and using statistical methods such as one-sample t-test, Pearson's correlation coefficient, and multiple regression analysis. The results showed that: Research morale in students was higher than average, the dominant teaching style of teachers, was facilitator style and dominant thinking style was the style of analytics. There is a significant relationship between a number of teaching styles and teachers' thinking styles. There is a significant and direct correlation between the different teaching styles of teachers and students' research morale. Teachers teaching styles and thinking styles simultaneously predict a significant role for the students' Research Morale, Teachers teaching styles and thinking styles are simultaneously significant predictor of students' research morale.Keywords: Teaching Styles, Thinking styles, Research Morale,Abstract: The research method was descriptive and correlational. The population of this research consisted of all first cycle of secondary education students and teachers in the four district of Shiraz, who studied in the academic year 96-97. Using multi-stage cluster sampling, 600 students and 60 teachers were selected. Research tools included Grassha and Richman Teaching Styles Questionnaire (2002), Harrison & Bramson Thought Style Questionnaire (2002) and Mohammad Sharifi’s research morale questionnaire (2013). Which Cronbach’s alpha coefficient was 0.79, 0.91 and 0.81 respectively. Research findings were analyzed by SPSS and LISREL software and using statistical methods such as one-sample t-test, Pearson's correlation coefficient, and multiple regression analysis. The results showed that: Research morale in students was higher than average, the dominant teaching style of teachers, was facilitator style and dominant thinking style was the style of analytics. There is a significant relationship between a number of teaching styles and teachers' thinking styles. There is a significant and direct correlation between the different teaching styles of teachers and students' research morale. Teachers teaching styles and thinking styles simultaneously predict a significant role for the students' Research Morale, Teachers teaching styles and thinking styles are simultaneously significant predictor of students' research morale.Keywords: Teaching Styles, Thinking styles, Research Morale,Abstract: The research method was descriptive and correlational. The population of this research consisted of all first cycle of secondary education students and teachers in the four district of Shiraz, who studied in the academic year 96-97. Using multi-stage cluster sampling, 600 students and 60 teachers were selected. Research tools included Grassha and Richman Teaching Styles Questionnaire (2002), Harrison & Bramson Thought Style Questionnaire (2002) and Mohammad Sharifi’s research morale questionnaire (2013). Which Cronbach’s alpha coefficient was 0.79, 0.91 and 0.81 respectively. Research findings were analyzed by SPSS and LISREL software and using statistical methods such as one-sample t-test, Pearson's correlation coefficient, and multiple regression analysis. The results showed that: Research morale in students was higher than average, the dominant teaching style of teachers, was facilitator style and dominant thinking style was the style of analytics. There is a significant relationship between a number of teaching styles and teachers' thinking styles. There is a significant and direct correlation between the different teaching styles of teachers and students' research morale. Teachers teaching styles and thinking styles simultaneously predict a significant role for the students' Research Morale, Teachers teaching styles and thinking styles are simultaneously significant predictor of students' research morale.Keywords: Teaching Styles, Thinking styles, Research Morale,
Machine summary:
فصلنامه علمي تدريس پژوهي Journal of Research in Teaching سال هشتم – شماره اول – بهار ١٣٩٩ صفحات : ٢٤١-٢١٨ Vol 8, No 1, Spring 2020 طرح مدل ساختاري پيش بيني روحيه پژوهشگري دانش آموزان با استفاده از سبک هاي تدريس و سبک هاي تفکر معلمان مريم شفيعيسروستاني ١*، جعفر جهاني ٢، اسداله راخداپور٣ 3 M.
A. Rahkhodapoor دريافت مقاله : ١٣٩٨/٠٥/١٤ پذيرش مقاله : ١٣٩٨/١١/٠١ Received Date: 2019/08/05 Accepted Date: 2020/01/21 چکيده هدف : پژوهش حاضر به طرح مدل ساختاري پيش بيني روحيه پژوهشگري دانش آموزان با استفاده از سبک هاي تدريس و سبک هاي تفکر معلمان پرداخته است .
Thinking styles بنابراين ، ايجاد آگاهي کافي و قوي از مفهوم سبک تفکر يک نياز آموزشي است ؛ زيرا معلمي که در فرايند آموزشي از اين تفکر برخوردار است که ميتواند دانش آموزاني خلاق و داراي قدرت حل مسئله پرورش دهد مي تواند يک معلم با طرز تفکر انتقادي توصيف شود (٢٠١٨ ,Apaydin and Cenberci).
يافته هاي اين پژوهش حاکي از آن است که سبک تدريس معلمان و سبک تفکر معلمان به طور همزمان پيش بينيکنندة معناداري براي روحيه پژوهشگري دانش آموزان ميباشند.
يافته هاي اين پژوهش نشان داد که سبک تدريس معلمان در کنار سبک تفکر معلمان پيش بيني کننده روحيه پژوهشگري در دانش آموزان خواهد بود.
Investigating the Relationship Between Thinking Styles and Learning Strategies with Academic Performance of University Students, Journal Curriculum Planning Knowledge & Research in Educational Sciences, Volume 14, Number 14, pp.
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