Abstract:
The present study aimed to design a curriculum pattern on the basis of critical thinking and its use among the undergraduate students of Isfahan University. This research is applied in terms of purpose using a mixed method in terms of data collection method. The research method in the qualitative part is content analysis and the tool used to collect data was note-taking. As the statistical population of this study, in the qualitative section, of all written sources gathered by targeted sampling method, only critical- thinking related sources were selected as the research samples. In the quantitative part, the research method was descriptive-survey and the tool was a researcher-made questionnaire whose content validity was calculated by experts and its reliability using Cronbach's alpha was 0.94. The statistical population in this section were the faculty members of the University of Isfahan, and based on Morgan and Karajsi tables, 230 of them were selected by sampling method appropriate to the size of the statistical population. According to the results of this study in the qualitative part, the characteristics of the elements of the curriculum model based on critical thinking were extracted and in the quantitative part the results showed that the curriculum model on the basis of critical thinking is used by faculty members among undergraduate students.
Machine summary:
Thus, the main question that arises in the qualitative part of this research was: What are the characteristics of each of the elements of the curriculum model based on critical thinking (purpose, content, teaching method and evaluation method)?
And in quantitative part of this study, the attempt was to see if the curriculum model (goal, content, teaching method, and evaluation method) based on critical thinking is applicable among undergraduate students.
Cronbach's Alpha Coefficient of the Research Questionnaire and Questionnaire ScalesQuestionnaire Type Questionnaire on the application of the curriculum model based on critical thinking for undergraduate students Scale goal content teaching method Evaluation method Number of items 10 10 10 10 Alpha coefficient 000 8800 7200 83083 Total 040094 Procedure In order to answer the questions of the qualitative part of the research in content analysis, the note taking tool was used, which is used to write a summary of written sources in order to easily extract textual data and to classify and codify that data in a short time.
According to Table 3, goal based curriculum model on the basis of Critical Thinking includes components such as effective and skillful thinking, insight, readiness to face challenges, meaningful learning, freedom, problem solving, lack of prejudice and rationality, self-confidence - self-efficacy, questioning, creativity-hypothesis-risk-taking, recognizing and recognize and correct your point of view.
- The teaching method of curriculum based on critical thinking should include elements of forming working groups (Lowenstein & Bradshow, 2001), research (Seif, 2009) and playing the role of group members (Simpson & Courtney, 2002).