نظریه و عمل در برنامه درسی

نظریه و عمل در برنامه درسی

مقایسه اثربخشی داستان‌های برگزیده ایرانی و خارجی بر پرورش تفکر مراقبتی دانش‌آموزان دوره ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشجوی دکتری فلسفه‌ی تعلیم و تربیت، گروه علوم تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه اصفهان، اصفهان، ایران
2 دانشیار گروه علوم تربیتی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه اصفهان، اصفهان، ایران.
3 استادیار گروه روانشناسی و مشاوره، پژوهشکده اخلاق و تربیت، پژوهشگاه علوم انسانی و مطالعات فرهنگی، تهران، ایران.
چکیده
هدف: تفکر مراقبتی با تأکید بر ارزش‌ها و عواطف منجر به رشد اخلاقی و اجتماعی دانش‌آموزان می‌شود. از این رو پژوهش حاضر به مقایسه اثربخشی داستان‌های ایرانی و خارجی گروه سنی «ج» بر تفکر مراقبتی دانش‌آموزان پایه ششم ابتدایی پرداخته است.

روش: پژوهش با روش نیمه‌آزمایشی و طرح پیش‌آزمون-پس‌آزمون در سال 1404-1403 در شهر اصفهان اجرا شد. 90 دانش‌آموز به روش خوشه‌ای مرحله‌ای انتخاب و در گروه آزمایش با مداخله داستان‌های ایرانی، گروه آزمایش با مداخله داستان‌های خارجی، و گروه کنترل قرار گرفتند. مداخله در گروه‌های آزمایش طی 10 جلسه انجام شد. داده‌ها در مرحله پیش آزمون و پس آزمون با پرسشنامه تفکر مراقبتی هدایتی (1397) جمع‌آوری و با تحلیل کوواریانس چندمتغیره در نرم افزار SPSS-26 تحلیل شدند.

یافته‌ها: مداخله مبتنی بر داستان‌های ایرانی و خارجی تفاوت معناداری در تقویت تفکر مراقبتی کلی ایجاد نکرد. آزمون اثرات بین‌آزمودنی نیز تأیید کرد که مؤلفه‌های تفکر مراقبتی بین گروه‌های داستان‌های ایرانی و خارجی تفاوت معناداری ندارند.

نتیجه‌گیری: داستان‌های ادبی ایرانی و خارجی به‌عنوان محرک‌های مؤثر در حلقه‌های کندوکاو فلسفی جایگاه ویژه‌ای دارند و با افزودن فعالیت‌ها و تمرین‌های مناسب می‌توان از این منابع در برنامه فبک استفاده نمود.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

A Comparative Study on the Effectiveness of Selected Iranian and International Stories in Fostering Caring Thinking Among Elementary School Students Extended Abstract

نویسندگان English

Jaber Eftekhari 1
RezaAli Nowrozi 2
Mehrnoosh Hedayati 3
1 Ph.D. Student in Philosophy of Education, Department of Education, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
2 Associate Professor, Educational Sciences Department, Faculty of Education and Psychology, University of Isfahan, Iran.
3 Assistant Professor, Department of Psychology and Counseling, Research Institute of Ethics and Education, Institute of Humanities and Cultural Studies, Tehran, Iran
چکیده English

Introduction and Objectives: Caring thinking, with its emphasis on values and emotions, contributes significantly to the moral and social development of students. Accordingly, the present study aimed to compare the effectiveness of selected Iranian and international stories appropriate for age group “C” on enhancing caring thinking among sixth-grade elementary students.

Method: This quasi-experimental study employed a pretest-posttest design with a control group and was conducted during the 2024–2025 academic year in Isfahan, Iran. A total of 90 male students were selected through multistage cluster sampling and randomly assigned to three groups: an experimental group receiving Iranian stories, an experimental group receiving international stories, and a control group. The intervention consisted of 10 sessions of philosophical inquiry circles for the experimental groups. Data were collected before and after the intervention using Heydari's Caring Thinking Questionnaire (2018) and analyzed using multivariate analysis of covariance (MANCOVA) in SPSS-26.

Findings: The results indicated no statistically significant difference between the Iranian and international story groups in terms of overall improvement in caring thinking. Between-group comparisons also revealed no significant differences across the subcomponents of caring thinking.

Conclusion: Both Iranian and international literary stories hold pedagogical value as effective stimuli in philosophical inquiry circles. When accompanied by appropriate activities and reflective exercises, these narratives can serve as valuable resources within Philosophy for Children (P4C) programs.

کلیدواژه‌ها English

Caring Thinking
Iranian and International Stories
Community of Inquiry
Elementary Students
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