نوع مقاله : مقاله پژوهشی
نویسندگان
1 عضو هیات علمی دانشگاه اراک
2 دانشیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران
3 کارشناسی ارشد برنامهریزی درسی ، دانشکده علوم انسانی، گروه علوم تربیتی، دانشگاه اراک، ایران.
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
The present study aimed to investigate the effectiveness of critical thinking instruction based on the flipped learning strategy on cognitive flexibility and philosophical mindset among sixth‑grade elementary students. The research employed a quasi‑experimental design with a pretest–posttest and a control group. The study population consisted of sixth‑grade female elementary students in Shazand County (Kazaz village) during the 2023–2024 academic year. From this population, 28 students were selected through cluster sampling and randomly assigned to an experimental group (14 students) and a control group (14 students). The experimental group received critical thinking instruction based on the flipped learning strategy in eight 45‑minute sessions, while the control group received no intervention. Data were collected using the Cognitive Flexibility Inventory developed by Dennis and Vander Wal (2010) and the Philosophical Mindset Questionnaire developed by Nouri et al. (2013). The reliability of the instruments was confirmed using Cronbach’s alpha coefficients of 0.768 and 0.794, respectively. Data were analyzed using multivariate and univariate analysis of covariance (MANCOVA and ANCOVA). The results indicated that after controlling for the pretest effect, there were significant differences between the experimental and control groups in the dependent variables. Furthermore, critical thinking instruction based on the flipped learning strategy had a significant effect on students’ cognitive flexibility and philosophical mindset. Overall, the application of this instructional approach can contribute to enhancing cognitive abilities and fostering the philosophical mindset of elementary school students.
کلیدواژهها [English]
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