چکیده:
Aim: This research was carried out by method of comparative‑reasonability in order to compare the
critical thinking skill for juniors’ girl students in ordinary and smart school. Methods: The population
of the study was 2,705 juniors’ student in schools of district one in Shahre Rey at 2013–2014. The
case of study was 338 students who were selected randomly on the basis of the Cochran’s formula.
The tool of measurements was the test of the critical thinking. In order to analysis of the data, we
used descriptive and inferential statistics. Result: The conclusions showed that the average of the
score for critical thinking at deduction components, deductive reasoning and inductive reasoning
in favor of smart schools and in dimensions of analysis and evaluation in favor of ordinary schools.
Conclusions: In other word Information and Communications Technology in smart schools effect
to critical thinking skill for juniors’ girl students.
خلاصه ماشینی:
The comparison of critical thinking skills for juniors’ girl students in smart and ordinary schools Address for Correspondence: Dr. Ramezan Jahanian, Department of Education, Karaj Branch, Islamic Azad University, Karaj, Iran.
com ABSTRACT Aim: This research was carried out by method of comparative‑reasonability in order to compare the critical thinking skill for juniors’ girl students in ordinary and smart school.
Key words: Critical thinking, Information and Communications Technology, smart school Introduction Nowadays some of the schools, in order to use of modern communicative and informative technologies for education, joined to smart schools and it is necessary that the function of these schools in different dimensions compare with another school and in next deciding according to base of research finding must be decided in manner of reasonable and accuracy.
It shows that there is a meaningful difference among the scores of critical thinking skills in the dimension of analysis for two groups in smart and ordinary schools.
It shows that there is a meaningful difference among the scores of critical thinking skills in the dimension of evaluation in two groups in smart and ordinary schools.
It shows that there is a meaningful difference among the scores of critical thinking skills in the dimension of deductive reasoning in two groups in smart and ordinary schools.
[15] The founding that related to sixth theory showed that students’ critical thinking skill in smart schools in the dimension of inductive reasoning is more than ordinary schools.