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The Level of Critical Thinking Skills Among Classroom Teacher Department Students in Faculty Of Education - Al Baath University

مستوى مهارات التفكير الناقد لدى طلبة معلم الصف في كلية التربية بجامعة البعث

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 Publication date 2016
and research's language is العربية
 Created by Shamra Editor




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This research aims to determine the level of critical thinking among classroom teacher department students in Faculty Of Education Al-Baath University who assimilate (67) students. Those students represent the 667 for the third level. To achieve the main goal for this research, the research used Watson&Glassar measurement after improving it and then examining its sycometric characteristics.


Artificial intelligence review:
Research summary
هدفت الدراسة إلى تحديد مستوى مهارات التفكير الناقد لدى طلبة معلم الصف في كلية التربية بجامعة البعث. استخدم الباحث اختبار واطسن وجلاسر لمهارات التفكير الناقد، بعد تعديله والتحقق من صدقه وثباته، على عينة مكونة من 67 طالباً وطالبة من طلبة السنة الثالثة. أظهرت النتائج أن مستوى مهارات التفكير الناقد لدى أفراد العينة كان منخفضاً بشكل عام، ولم تكن هناك فروق ذات دلالة إحصائية بين الطلبة تعزى لمتغير نوع الفرع في الشهادة الثانوية (علمي أو أدبي). كما لم تظهر الدراسة أي علاقة بين مستوى التفكير الناقد ونوع الفرع في الشهادة الثانوية. توصلت الدراسة إلى أن المناهج التعليمية الحالية لا تركز بشكل كافٍ على تنمية مهارات التفكير الناقد، مما ينعكس سلباً على مستوى هذه المهارات لدى الطلبة. أوصت الدراسة بضرورة اعتماد استراتيجيات تدريس حديثة وتضمين مهارات التفكير الناقد في المناهج التعليمية لتحسين مستوى هذه المهارات لدى الطلبة.
Critical review
دراسة نقدية: على الرغم من أهمية الدراسة في تسليط الضوء على مستوى مهارات التفكير الناقد لدى طلبة معلم الصف، إلا أنها تفتقر إلى تحليل عميق للعوامل التي قد تؤثر على هذه المهارات. كان من الأفضل تضمين مقابلات أو استبيانات نوعية لفهم الأسباب الكامنة وراء تدني مستوى التفكير الناقد. كما أن العينة المستخدمة صغيرة نسبياً، مما قد يؤثر على تعميم النتائج. بالإضافة إلى ذلك، كان من الممكن أن تستفيد الدراسة من مقارنة نتائجها مع دراسات مشابهة في جامعات أخرى لتقديم صورة أكثر شمولية.
Questions related to the research
  1. ما هو الهدف الرئيسي من هذه الدراسة؟

    الهدف الرئيسي هو تحديد مستوى مهارات التفكير الناقد لدى طلبة معلم الصف في كلية التربية بجامعة البعث.

  2. ما هي الأداة المستخدمة لقياس مهارات التفكير الناقد في هذه الدراسة؟

    تم استخدام اختبار واطسن وجلاسر لمهارات التفكير الناقد بعد تعديله والتحقق من صدقه وثباته.

  3. ما هي النتائج الرئيسية التي توصلت إليها الدراسة؟

    أظهرت النتائج أن مستوى مهارات التفكير الناقد لدى أفراد العينة كان منخفضاً بشكل عام، ولم تكن هناك فروق ذات دلالة إحصائية بين الطلبة تعزى لمتغير نوع الفرع في الشهادة الثانوية.

  4. ما هي التوصيات التي قدمتها الدراسة لتحسين مستوى مهارات التفكير الناقد؟

    أوصت الدراسة بضرورة اعتماد استراتيجيات تدريس حديثة وتضمين مهارات التفكير الناقد في المناهج التعليمية لتحسين مستوى هذه المهارات لدى الطلبة.


References used
Baillin, S, et al. (1999). Conceptualizing Critical Thinking. Journal of Curriculum Studies. 31 (3) PP:285-302
Ennis, R. H. (2011, Summer). Critical thinking: Reflection and Perspective Part II. Inquiry: Critical Thinking across the Disciplines, 26(2), 5-19
Fisher, A. (2001). Critical Thinking: An Introduction. Cambridge University Press: United Kingdom
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