ارتقای مهارت‌های اندیشه‌گری انتقادی هنرجویان رشته‌های کشاورزی ایران: به‌کارگیری انگاره‌‌های شناختی- اجتماعی و نظام‌های خودکار

نوع مقاله : مقاله پژوهشی

نویسندگان

1 پژوهشگر پسا‌دکترای آموزش کشاورزی، پردیس کشاورزی و منابع طبیعی، دانشگاه رازی، کرمانشاه، ایران.

2 دانشیار گروه ترویج و آموزش کشاورزی، پردیس کشاورزی و منابع طبیعی، دانشگاه رازی، کرمانشاه، ایران.

چکیده

دستیابی به اهداف کشاورزی پایدار به‌طور چشم‌گیری از نیروی اندیشه‌گری انتقادی کنشگران این بخش نشأت می‌گیرد. بر این پایه، هنرستان‌های کشاورزی تلاش می‌کنند که مهارت‌های اندیشه‌گری انتقادی هنرجویان این مدارس را به عنوان کشاورزان آینده پرورش دهند. دستیابی به این مهم، بدون شناخت درستی از مهارت‌های اندیشه‌گری انتقادی هنرجویان کشاورزی و تدوین مدلی نظام‌مند برای تقویت آن‌ها امکان‌پذیر نیست. بر این پایه، هدف این پژوهش تدوین الگویی برای تقویت مهارت‌های اندیشه‌گری انتقادی هنرجویان هنرستان‌های فنی و حرفه‌ای کشاورزی ایران با به‌کارگیری انگاره‌های شناختی-اجتماعی و نظام‌های خودکار بود (4939 = N). 282 هنرجو با به‌کارگیری روش نمونه‌گیری طبقه‌ای چند مرحله‌ای به عنوان نمونه‌ی آماری انتخاب شدند. ابزار گردآوری داده‌ها پرسشنامه بود که روایی آن با استفاده از میانگین واریانس استخراجی (AVE) و ریشه ­ی دوم واریانس تسهیم شده (ASV) و پایایی آن با برآورد ضریب آلفای کرونباخ و پایایی ترکیبی (CR) تأیید شد. یافته‌ها نشان داد که هنرجویان، سطوح مختلفی از مهارت‌های اندیشه‌گری انتقادی با توجه به مدرسه‌ی محل تحصیل از خود نشان می‌دهند. یافته‌های مدل ساختاری نشان داد که تجربیات مشاهده‌ای هنرجویان (4/94=t  و 0/30=ß) دارای بیشترین اثر مستقیم بر مهارت‌های اندیشه‌گری انتقادی آنان است و پس از آن، به ترتیب درک از خودکارآمدی (3/61= t و 0/27=ß)، تأیید اجتماعی (2/86=t و 0/17=ß) و تجربیات فردی مستقیم (2/68=t و 0/14=ß) قرار دارند. این سازه‌ها در کل 53 درصد از واریانس سازه‌ی اندیشه‌گری انتقادی هنرجویان را تبیین کردند.

کلیدواژه‌ها


عنوان مقاله [English]

Improving critical Thinking Skills among Iranian Agricultural Students: Applying Social Cognitive and Autopoietic Systems Theories

نویسندگان [English]

  • Feyzallah Monavvarifard 1
  • AmirHossien Alibeygi 2
1 Postdoctoral Researcher of Agricultural Education, College of Agriculture & Natural Resources, Razi University, Kermanshah, Iran.
2 Associate Professor of Agricultural Extension and Education Department, College of Agriculture & Natural Resources, Razi University, Kermanshah, Iran.
چکیده [English]

Achieving the goals of sustainable agriculture significantly depends on the critical thinking skills of the actors in this area. Accordingly, agricultural technical and vocational schools strive to develop the critical thinking skills of future farmers who are currently studying in these schools. Achieving this is not possible without a proper understanding of the critical thinking skills of agricultural students and development of a comprehensive model to strengthen them. Therefore, the purpose of this study was to develop a model for strengthening the critical thinking skills of agricultural students in the technical and vocational schools in Iran by using social cognitive and autopoietic systems theories (N = 4939). Out of the population of the interest, 282 students were selected as a statistical sample using a multi-stage sampling method. The data collection tool was a questionnaire, which its validity confirmed using the Average Variance Extracted (AVE) and the Average Shared Variance (ASV) indices. Besides, the reliability of the instrument was confirmed by Cronbach's alpha coefficients and composite reliability (CR). Findings showed that the students’ critical thinking skills are divers according to their schools type. Moreover, students’ observational experiences had the greatest direct effect on their critical thinking skills (t = 4.94, β = 0.30) which followed by perceived self-efficacy (t = 3.61, β = 0.27), social confirmation (t = 2.86, β = 0.17), and immediate individual experiences (t = 2.68, β = 0.14), respectively. These factors could account for 53 % of the variance of students' critical thinking skills.

کلیدواژه‌ها [English]

  • Social confirmation
  • Perceived self-efficacy
  • reflective thinking
  • Agricultural Students
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