Abstract:
هدف: پژوهش حاضر با هدف بررسی میزان رعایت ملاکهای تفکّرجانبی دوبونو در برنامه درسی قصدشده دوره دوم ابتدایی است. روش: بدینمنظور از رویکردی کمّی با استفاده از روش پیمایشی استفاده شد.یافتهها: یافتهها نشان داد که از کل ملاکهای شناسایی شده تنها 25 درصد در کتاب علوم تجربی دوره دوم ابتدایی رعایت شده است و به رغم اهمیت و امکان آموزش مابقی ملاکها، نسبت به ملاکهایی نظیر 1. بادبزن مفهوم 2. انگیزش اتفاقی 3. تحریک و جنبش 4. برداشت محصول 5. ایجاد انگیزهها 6. قضاوت معوق 7.ایدههای حاکم و عوامل قطعی 8.اشیاء اتفاقی 9.واژه تصادفی10. برخورد با ایدهها در تدوین این کتاب بیتوجهی شده است. نتایج نشان داد که به رغم اهمیت تفکّرجانبی، متأسفانه نه تنها نسبت به ارائه کامل و متناسب ملاکها و نشانگرهای تفکّرجانبی در کتاب علوم تجربی دوره دوم کمتوجهی شده است، بلکه در ارائه آموزشهای مناسب کمتوجهی شده و این ملاکها به دانشآموزان به طور کاربردی آموزش داده نشده است. این امر زمینهای را فراهم آورده که دانشآموزان دوره دوم ابتدایی از میزان عملکرد متوسطی در تفکّرجانبی برخوردار باشند. به نظر میرسد، کمتوجهی به آموزش رویههای تقویتکننده تفکّرجانبی در کتاب علوم تجربی و ارائه ناقص و غیرکاربردی این آموزشها، زمینهای را فراهم آورده که نظام آموزشی و اجتماع با چالشهای مخاطرهآمیزی در حوزههای نظیر افت خلاقیت، شکلنگرفتن روحیه تفکّر نقادانه، تفکّر مولد و ارزشآفرین مواجه گردد.
Objective: The aim of this study was to investigate the degree of observance of Dubono's lateral thinking criteria in the intended curriculum of the second elementary school.Method: For this purpose, a quantitative approach was used using the survey method.Results: The results showed that only 25% of the identified criteria were observed in the textbook of experimental sciences of the second elementary school and despite the importance and possibility of teaching the rest of the criteria, compared to criteria such as 1. concept fan 2. random motivation 3. stimulation And movement 4. Product harvest 5. Motivation 6. Delayed judgment 7. Governing ideas and determinants 8. Random objects 9. Random word 10. Dealing with ideas has been neglected in compiling this book. The results showed that despite the importance of lateral thinking, unfortunately, not only the complete and appropriate presentation of criteria and indicators of lateral thinking in the textbook of experimental sciences of the second period has been neglected, but also in providing appropriate education and these criteria have been taught to students. Has not been. This has provided the ground for secondary school students to have a moderate level of performance in lateral thinking. It seems that the lack of attention to teaching the practices that enhance lateral thinking in the textbook of experimental sciences and the incomplete and non-practical presentation of these teachings, has provided the ground for the educational system and society with risky challenges in areas such as lack of creativity, formation of critical thinking and value thinking. To be.Objective: The aim of this study was to investigate the degree of observance of Dubono's lateral thinking criteria in the intended curriculum of the second elementary school.Method: For this purpose, a quantitative approach was used using the survey method.Results: The results showed that only 25% of the identified criteria were observed in the textbook of experimental sciences of the second elementary school and despite the importance and possibility of teaching the rest of the criteria, compared to criteria such as 1. concept fan 2. random motivation 3. stimulation And movement 4. Product harvest 5. Motivation 6. Delayed judgment 7. Governing ideas and determinants 8. Random objects 9. Random word 10. Dealing with ideas has been neglected in compiling this book. The results showed that despite the importance of lateral thinking, unfortunately, not only the complete and appropriate presentation of criteria and indicators of lateral thinking in the textbook of experimental sciences of the second period has been neglected, but also in providing appropriate education and these criteria have been taught to students. Has not been. This has provided the ground for secondary school students to have a moderate level of performance in lateral thinking. It seems that the lack of attention to teaching the practices that enhance lateral thinking in the textbook of experimental sciences and the incomplete and non-practical presentation of these teachings, has provided the ground for the educational system and society with risky challenges in areas such as lack of creativity, formation of critical thinking and value thinking. To be.Objective: The aim of this study was to investigate the degree of observance of Dubono's lateral thinking criteria in the intended curriculum of the second elementary school.Method: For this purpose, a quantitative approach was used using the survey method.Results: The results showed that only 25% of the identified criteria were observed in the textbook of experimental sciences of the second elementary school and despite the importance and possibility of teaching the rest of the criteria, compared to criteria such as 1. concept fan 2. random motivation 3. stimulation And movement 4. Product harvest 5. Motivation 6. Delayed judgment 7. Governing ideas and determinants 8. Random objects 9. Random word 10. Dealing with ideas has been neglected in compiling this book. The results showed that despite the importance of lateral thinking, unfortunately, not only the complete and appropriate presentation of criteria and indicators of lateral thinking in the textbook of experimental sciences of the second period has been neglected, but also in providing appropriate education and these criteria have been taught to students. Has not been. This has provided the ground for secondary school students to have a moderate level of performance in lateral thinking. It seems that the lack of attention to teaching the practices that enhance lateral thinking in the textbook of experimental sciences and the incomplete and non-practical presentation of these teachings, has provided the ground for the educational system and society with risky challenges in areas such as lack of creativity, formation of critical thinking and value thinking. To be.Objective: The aim of this study was to investigate the degree of observance of Dubono's lateral thinking criteria in the intended curriculum of the second elementary school.Method: For this purpose, a quantitative approach was used using the survey method.Results: The results showed that only 25% of the identified criteria were observed in the textbook of experimental sciences of the second elementary school and despite the importance and possibility of teaching the rest of the criteria, compared to criteria such as 1. concept fan 2. random motivation 3. stimulation And movement 4. Product harvest 5. Motivation 6. Delayed judgment 7. Governing ideas and determinants 8. Random objects 9. Random word 10. Dealing with ideas has been neglected in compiling this book. The results showed that despite the importance of lateral thinking, unfortunately, not only the complete and appropriate presentation of criteria and indicators of lateral thinking in the textbook of experimental sciences of the second period has been neglected, but also in providing appropriate education and these criteria have been taught to students. Has not been. This has provided the ground for secondary school students to have a moderate level of performance in lateral thinking. It seems that the lack of attention to teaching the practices that enhance lateral thinking in the textbook of experimental sciences and the incomplete and non-practical presentation of these teachings, has provided the ground for the educational system and society with risky challenges in areas such as lack of creativity, formation of critical thinking and value thinking. To be.
Machine summary:
نتايج نشان داد که به رغم اهميت تفکر جانبي، متأسفانه نه تنها نسبت به ارائه کامل و متناسب ملاکها و نشانگرهاي تفکر جانبي در کتاب علوم تجربي دوره دوم کم توجهي شده است ، بلکه در ارائه آموزش هاي مناسب کم توجهي شده و اين ملاکها به دانش آموزان به طور کاربردي آموزش داده نشده است .
در اين پژوهش نويسنده بين حالت هاي تفکر عمودي و جانبي به عنوان دو رويکرد براي توليد مفاهيم در طراحي معماري مقايسه را انجام داده است .
براي پاسخگويي به سؤال اصلي پژوهش که بررسي ميزان رعايت ملاکها و نشانگرها تفکر جانبي در برنامه درسي قصد شده ميباشد، از روش تحليل محتوا توصيفي استفاده شده است .
Self-efficacy is one of the cognitive- motivational strategies that includes judging people about their ability to organize and execute a series of tasks to achieve certain types of performance and play an effective role in determining the level of student effort in learning activities.
Thus, students' self-regulation can play a mediating role in the relationship between self-efficacy and academic enthusiasm.
Explaining the relationship between self-regulation and academic motivation, it can be said that students who have self-regulatory skills in dealing with problems are independent, self-taught and able to use a variety of learning strategies and show more enthusiasm in university.