چکیده:
ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺑﺮرﺳﻲ ﺳﺎﺧﺘﺎر ﻋﺎﻣﻠﻲ، رواﻳﻲ و ﭘﺎﻳﺎﻳﻲ ﭘﺮﺳﺶﻧﺎﻣﻪ ﺳﻨﺠﺶ ﺳﻄﺢ ﺗﻔﻜﺮ ﺗﺎﻣﻠﻲ اﻧﺠﺎم ﺷﺪ. اﻳﻦ ﭘﮋوﻫﺶ در زﻣﺮه ﺗﺤﻘﻴﻘﺎت ﻏﻴﺮآزﻣﺎﻳﺸﻲ اﺳﺖ ﻛﻪ ﺑﻪ روش ﺗﻮﺻﻴﻔﻲ ﺗﺤﻠﻴﻠﻲ و ﻣﻘﻄﻌﻲ اﺟﺮا ﺷﺪ. ﺟﺎﻣﻌﻪ آﻣﺎری ﭘﮋوﻫﺶ، ﺷﺎﻣﻞ ﻛﻠﻴﻪ داﻧﺸﺠﻮﻳﺎن ﺛﺒﺖ ﻧﺎم ﻛﺮده در دورهﻫﺎی ﻛﺎرورزی ﺗﺮﺑﻴﺖ ﻣﻌﻠﻢ ﺷﻬﺮ ﺗﻬﺮان ﺑﻮد ﻛﻪ در ﺳﺎل ﺗﺤﺼﻴﻠﻲ1395 -1396 ﺑﻪ ﺗﺤﺼﻴﻞ اﺷﺘﻐﺎل داﺷﺘﻨﺪ. ﺣﺠﻢ ﻧﻤﻮﻧﻪاﻳﻲ ﺑﻪ ﺗﻌﺪاد680 داﻧﺸﺠﻮ ﺑﻪ روش ﻧﻤﻮﻧﻪﮔﻴﺮی ﺗﺼﺎدﻓﻲ ﺧﻮﺷﻪای ﭼﻨﺪﻣﺮﺣﻠﻪاﻳﻲ، اﻧﺘﺨﺎب ﺷﺪﻧﺪ و ﺑﻪ ﭘﺮﺳﺶﻧﺎﻣﻪ ﺗﻔﻜﺮ ﺗﺎﻣﻠﻲ ﻛﻤﺒﺮ و ﻫﻤﻜﺎران2000 ﭘﺎﺳﺦ دادﻧﺪ ﻛﻪ از آن ﻣﻴﺎن636 ﭘﺮﺳﺶﻧﺎﻣﻪ ﻗﺎﺑﻞ ﺗﺤﻠﻴﻞ ﺑﻮد. دادهﻫﺎ ﺑﺎ ﻧﺮماﻓﺰارspss21 و8. Lisrel8 ﺗﺤﻠﻴﻞ ﺷﺪﻧﺪ. ﻳﺎﻓﺘﻪﻫﺎ ﻧﺸﺎن داد ﻛﻪ ﭘﺮﺳﺶﻧﺎﻣﻪ ﺳﻨﺠﺶ ﺳﻄﺢ ﺗﻔﻜﺮ ﺗﺎﻣﻠﻲ از رواﻳﻲ ﺻﻮری و ﻣﺤﺘﻮاﻳﻲ ﻗﺎﺑﻞ ﻗﺒﻮﻟﻲ ﺑﺮﺧﻮردار اﺳﺖ. ﻧﺘﺎﻳﺞ ﺗﺤﻠﻴﻞ ﻋﺎﻣﻠﻲ اﻛﺘﺸﺎﻓﻲ ﺑﺎ روش ﻣﻮﻟﻔﻪﻫﺎی اﺻﻠﻲ، ﻋﻼوه ﺑﺮ ﻋﺎﻣﻞ ﻛﻠﻲ ﺗﻔﻜﺮ ﺗﺎﻣﻠﻲ، ﭼﻬﺎر ﻣﻮﻟﻔﻪ ﺗﺤﺖ ﻋﻨﺎوﻳﻦ، ﺳﻄﺢ ﻋﻤﻞ ﻋﺎدﺗﻤﻨﺪ ﺪون ﺗﺎﻣﻞ (، ﻣﻔﻬﻮﻣﻲ، ﺗﺎﻣﻞ و ﺗﺎﻣﻞ اﻧﺘﻘﺎدی، را ﺗﺎﻳﻴﺪ ﻛﺮد ﻛﻪ اﻳﻦ4 ﻋﺎﻣﻞ51/59 درﺻﺪ از وارﻳﺎﻧﺲ ﻛﻠﻲ را ﺗﺒﻴﻴﻦ ﻣﻲﻛﻨﻨﺪ. ﻧﺘﺎﻳﺞ ﺑﺮرﺳﻲ رواﻳﻲ ﻋﺎﻣﻠﻲ ﭘﺮﺳﺶﻧﺎﻣﻪ ﺑﺎ روش ﺗﺤﻠﻴﻞ ﻋﺎﻣﻠﻲ ﺗﺎﻳﻴﺪی ﻧﺸﺎن داد ﻛﻪﺳﺎﺧﺘﺎر ﭘﺮﺳﺶﻧﺎﻣﻪ ﺑﺮازش ﻗﺎﺑﻞ ﻗﺒﻮﻟﻲ ﺑﺎ دادهﻫﺎ دارد و ﻛﻠﻴﻪ ﺷﺎﺧﺺﻫﺎی ﻧﻴﻜﻮﻳﻲ برازش، مدل را تایید میکنند (3> RMSEA=0/056، χ2/df=1/855،.(CFI=0/95، NFI=0/91، GFI=0/93). نتایج پایانی نشان داد که ﺿﺮﻳﺐ آﻟﻔﺎی ﻛﺮوﻧﺒﺎخ76 /0، ضریب همبستگی درون ردهای و ضریب همبستگی پیرسون آزمون - بازآزمایی به ترتیب 0/76 و 0/78 به دست آمد؛ در نتیجه میتوان گفت نسخه ترجمه شده پرسشنامه تفکر تاملی برای استفاده در پژوهشهای مربوط به توسعه حرفهای، در بین فراگیران ایرانی، مقیاس قابل قبولی است و از این پرسشنامه به عنوان ابزار سنجش و یادگیری هم میتوان استفاده کرد.
The purpose of this study was to investigate the factor structure, validity and reliability of the questionnaire to measure the level of reflective thinking. This research is a non-experimental research that has been done by descriptive-analytic method. The population of this study were all students enrolled in the teacher training courses in the academic year of 2016-2017 in Tehran, a sample of 680 students were selected by Cluster random sampling and responded to the Kember et al(2000) reflective thinking questionnaire of which, 636 questionnaires could be analyzed. Data were analyzed using spss21 and Lisrel8.8 softwares. The findings showed that the questionnaire had acceptable formal and content validities. The results of exploratory factor analysis by the principal components method, confirmed four factors named habitual action, understanding, reflection and critical reflection. These four factors account for 59.51% of the overall variance. For determining the factor validity, a confirmatory factor analysis was used which results showed that the questionnaire appropriately fit with data. All of the tests confirm the model (χ2/df=1/855As a result, it can be said that the translated version of reflective thinking questionnaire in studies related to professional development, among Iranian learners, is acceptable. This questionnaire can also be used as a learning and assessment tool.