fa تأثیر برنامه آموزش فراشناخت بر تفکر انتقادی و قضاوت اخلاقی دانش آموزان ابتدایی عمومى General پژوهشی-کمی Quantitative-Research <span style="font-size:12pt"><span style="line-height:150%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:11.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">مقدمه:</span></span></span></b> <span b="" lang="FA" mitra="" style="font-family:">رشد و تقویت مهارت‌های فکری و اخلاقی دانش‌آموزان همواره یکی از اهداف مهم نظام‌های آموزشی کشورهای مختلف بوده است، بنابراین هدف مطالعه حاضر بررسی تأثیر برنامه آموزش فراشناخت بر تفکر انتقادی و قضاوت اخلاقی دانش آموزان ابتدایی بود.</span></span></span></span></span></span><br> <span style="font-size:12pt"><span style="line-height:150%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:11.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">روش کار:</span></span></span></b><span lang="FA" style="font-size:11.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:"> این مطالعه نیمه تجربی به روش پیش آزمون -و پس آزمون و گروه کنترل در سال</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">1398انجام گرفت. جامعه مطالعه دانش آموزان مقطع ابتدایی شهر چالوس در سال تحصیلی 1399-1398 بودند، که </span></span></span><span b="" lang="FA" mitra="" style="font-family:">به روش نمونه‌گیری در دسترس 30 نفر انتخاب و به‌صورت تصادفی در دو گروه 15 نفره مداخله&nbsp; و کنترل جای&shy;دهی شدند. هر دو گروه به پرسش‌نامه تفکر انتقادی و قضاوت اخلاقی پاسخ دادند، گروه مداخله در 8 جلسه آموزش فراشناخت شرکت کردند، اما گروه کنترل آموزشی دریافت نکردند. تحلیل داده‌ها با نرم‌افزار </span>SPSS<span b="" mitra="" style="font-family:"> نسخه 22 و آزمون تحلیل کووایاریانس چند متغیره و تک متغیره انجام شد.</span><span lang="FA" style="font-size:11.0pt"><span style="line-height:150%"><span style="font-family:"B Mitra""></span></span></span></span></span></span></span></span><br> <span style="font-size:12pt"><span style="line-height:150%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:11.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">یافته‌ها:</span></span></span></b><span lang="FA" style="font-size:11.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:"> میانگین و انحراف معیار نمرات تفکر انتقادی قبل از آموزش فراشناخت در گروه مداخله و کنترل به ترتیب 26/6</span></span></span> <span dir="LTR" style="font-size:11.0pt"><span style="line-height:150%"><span calibri="" style="font-family:">&plusmn;</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="background:white"><span style="line-height:150%"><span b="" mitra="" style="font-family:">78/69</span></span></span></span><span lang="FA" style="font-size:11.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:"> ، 91/</span></span></span><span lang="FA" style="font-size:11.0pt"><span style="background:white"><span style="line-height:150%"><span b="" mitra="" style="font-family:">4</span></span></span></span> <span dir="LTR" style="font-size:11.0pt"><span style="line-height:150%"><span calibri="" style="font-family:">&plusmn;</span></span></span><span lang="FA" style="font-size:11.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">10/70 بود، که پس از آموزش فراشناخت به ترتیب57/</span></span></span><span lang="FA" style="font-size:11.0pt"><span style="background:white"><span style="line-height:150%"><span b="" mitra="" style="font-family:">7</span></span></span></span> <span dir="LTR" style="font-size:11.0pt"><span style="line-height:150%"><span calibri="" style="font-family:">&plusmn;</span></span></span><span lang="FA" style="font-size:11.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">59/80، 30/5</span></span></span> <span dir="LTR" style="font-size:11.0pt"><span style="line-height:150%"><span calibri="" style="font-family:">&plusmn;</span></span></span><span lang="FA" style="font-size:11.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">84/71 تغییر یافت. میانگین و انحراف معیار نمرات قضاوت اخلاقی قبل از آموزش فراشناخت در گروه مداخله و کنترل به ترتیب 35/</span></span></span><span lang="FA" style="font-size:11.0pt"><span style="background:white"><span style="line-height:150%"><span b="" mitra="" style="font-family:">1</span></span></span></span> <span dir="LTR" style="font-size:11.0pt"><span style="line-height:150%"><span calibri="" style="font-family:">&plusmn;</span></span></span> <span lang="FA" style="font-size:11.0pt"><span style="background:white"><span style="line-height:150%"><span b="" mitra="" style="font-family:">63/34</span></span></span></span><span lang="FA" style="font-size:11.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:"> ، 63/</span></span></span><span lang="FA" style="font-size:11.0pt"><span style="background:white"><span style="line-height:150%"><span b="" mitra="" style="font-family:">1</span></span></span></span> <span dir="LTR" style="font-size:11.0pt"><span style="line-height:150%"><span calibri="" style="font-family:">&plusmn;</span></span></span><span lang="FA" style="font-size:11.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">80/34 بود، که پس از آموزش فراشناخت به ترتیب33/</span></span></span><span lang="FA" style="font-size:11.0pt"><span style="background:white"><span style="line-height:150%"><span b="" mitra="" style="font-family:">3</span></span></span></span> <span dir="LTR" style="font-size:11.0pt"><span style="line-height:150%"><span calibri="" style="font-family:">&plusmn;</span></span></span><span lang="FA" style="font-size:11.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">29/39، 97/1</span></span></span> <span dir="LTR" style="font-size:11.0pt"><span style="line-height:150%"><span calibri="" style="font-family:">&plusmn;</span></span></span><span lang="FA" style="font-size:11.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">33/35 تغییر یافت. بنابراین </span></span></span><span b="" lang="FA" mitra="" style="font-family:">نتایج نشان داد آموزش فراشناخت موجب افزایش تفکر انتقادی تفکر انتقادی</span><span b="" lang="FA" mitra="" style="font-family:">(01/0></span>p<span b="" lang="FA" mitra="" style="font-family:">، 717/14=</span>F<span lang="FA" style="font-family:"B Mitra""></span><span style="font-family:"B Mitra""></span><span style="font-family:"B Mitra""></span><span dir="LTR" style="position:relative"><span style="top:4.0pt"><img 1.0="" alt="" equationxml="<?xml version=" > :</span></span><span b="" lang="FA" mitra="" style="font-family:">&nbsp;و&nbsp; افزایش قضاوت اخلاقی</span><span b="" lang="FA" mitra="" style="font-family:">(01/0></span>P<span b="" lang="FA" mitra="" style="font-family:">، 109/23=</span>F<span b="" lang="FA" mitra="" style="font-family:">) </span><span b="" lang="FA" mitra="" style="font-family:">دانش‌آموزان شد.</span></span></span></span></span></span><br> <span style="font-size:12pt"><span style="line-height:150%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:11.0pt"><span style="line-height:150%"><span b="" mitra="" style="font-family:">نتیجه‌گیری:</span></span></span></b> <span b="" lang="FA" mitra="" style="font-family:">نتایج پژوهش توجه بیشتر</span> <span b="" lang="FA" mitra="" style="font-family:">صاحب‌نظران و متخصصان تعلیم و تربیت را در خصوص روش‌های بهبود </span><span b="" lang="AR-SA" mitra="" style="font-family:">تفکر انتقادی و رشد قضاوت اخلاقی را می‌رساند. </span>&nbsp;<span lang="FA" style="font-family:"B Mitra""></span></span></span></span></span></span> <span style="font-size:12pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:11.0pt"><span style="line-height:115%">Introduction</span></span></b>: Development and strengthening of students&#39; intellectual and moral skills has always been one of the essential&nbsp; goals of educational systems in different countries, so the purpose of this study was to investigate the effect of metacognition education program on critical thinking and moral judgment of elementary students.</span></span></span><br> <span style="font-size:12pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><b>Methods</b>: This quasi-experimental study was performed by pretest and posttest methods and a control group in 2019. The study population was elementary school students in Chalous in the academic year 2019-2020, which was selected by in available sampling method of 30 people and randomly placed in two groups of 15 people intervention and control. Both groups answered the Critical Thinking and Moral Judgment Questionnaire. The intervention group participated in 8 sessions of metacognition training, but the control group did not receive any training. Data analysis was performed using SPSS software version 22 and multivariate and univariate analysis of covariance.</span></span></span><br> <span style="font-size:12pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><b>Results:</b> The mean and standard deviation of critical thinking scores before metacognition training in the intervention and control groups were 69.78 <span style="font-size:11.0pt"><span style="line-height:115%"><span calibri="" style="font-family:">&plusmn;</span></span></span> 6.26 and 70.10 <span style="font-size:11.0pt"><span style="line-height:115%"><span calibri="" style="font-family:">&plusmn;</span></span></span> 4.91, respectively, which after metacognition training were 80.59 &plusmn; 7.57 and 71.84<span style="font-size:11.0pt"><span style="line-height:115%"><span calibri="" style="font-family:">&plusmn; 5.30</span></span></span>. The mean and standard deviation of moral judgment scores before metacognition training in the intervention and control groups were 34.63 &plusmn; 1.35 and 34.80 &plusmn; 1.63, respectively, which after metacognition training were 39.29 &plusmn; 3.33 and 35.33 <span style="font-size:11.0pt"><span style="line-height:115%"><span calibri="" style="font-family:">&plusmn; 1.97</span></span></span>. Therefore, the results showed that metacognition training increased critical thinking, critical thinking (p <0.01, F = 14.717) and increased moral judgment (P <0.01, F = 23.109).</span></span></span><br> <span style="font-size:12pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><b>Conclusion:</b> The study results will draw the attention of experts and educators to ways to improve critical thinking and the development of moral judgment.</span></span></span> آموزش فراشناخت, تفکر انتقادی, قضاوت اخلاقی, دانش‌آموزان ابتدایی. Metacognition education, Critical thinking, Moral judgment, Elementary Students. 58 67 http://jne.ir/browse.php?a_code=A-10-1478-1&slc_lang=fa&sid=1 Seyyed Mahnoosh Seyed Mahmoudi سیده مهنوش سید محمودی tahertahertizdast@gmail.com 100319475328460024066 100319475328460024066 No Tonekabon Branch, Islamic Azad University دانشگاه آزاد اسلامی، تنکابن، ایران Taher Tizdast طاهر تیزدست tahertizdast@yahoo.com 100319475328460024067 100319475328460024067 Yes Tonekabon Branch, Islamic Azad University دانشگاه آزاد اسلامی، تنکابن، ایران Hamid Reza Vatankhah حمیدرضا وطن خواه Vatankhah.hanidreza@wtiau.ac.ir 100319475328460024068 100319475328460024068 No West Tehran Branch, Islamic Azad University دانشگاه آزاد اسلامی غرب تهران، ایران javad Khalatbari جواد خلعتبری Drshohrehshiroudi@gmail.com 100319475328460024069 100319475328460024069 No Tonekabon Branch, Islamic Azad University دانشگاه آزاد اسلامی، تنکابن، ایران shoreh Ghorban Shiroodi شهره قربان شیرودی Javadkhalatbaripsy2@gmail.com 100319475328460024070 100319475328460024070 No Tonekabon Branch, Islamic Azad University دانشگاه آزاد اسلامی، تنکابن، ایران