تعزيز العقول المرنة: أثر الأسئلة السابرة في تحسين التفكير المتشعب في الجغرافيا
DOI:
https://doi.org/10.59994/pau.2024.2.45الملخص
تُعَدّ تنمية قدرات التفكير المُتشعب لدى الطلاب ضرورة تربوية مهمة لتعزيز مهارات القرن الحادي والعشرين. ويُعَدّ تعليم الجغرافيا منصة ممتازة لدمج أساليب التفكير المُتشعب، حيث يتم دراسة النظم البشرية والبيئية المترابطة من خلال رُؤًى مكانية وثقافية متنوعة. تم تقييم فعالية دمج تدخلات الأسئلة السابرة المنظمة لتعزيز التفكير المُتشعب في تعليم الجغرافيا على مستوى المرحلة الثانوية. ومن خلال التصميم التجريبي، شارك في الدراسة (60) طالبًا تم تقسيمهم إلى مجموعة تجريبية تلقت تدريبًا على الأسئلة السابرة على مدار تسع جلسات، ومجموعة ضابطة تلقت تعليمًا جغرافيًا تقليديًا. أظهرت المجموعة التجريبية درجات تفكير مُتشعب أعلى بشكل دال إحصائيًا في جميع المكونات مقارنةً بالمجموعة الضابطة في الاختبار البعدي. واستمرت هذه التحسينات في الاختبار التتبعي، مما يؤكد الطبيعة المستدامة لتأثيرات تدخل الأسئلة السابرة. تُثبت النتائج صلاحية فنيات الأسئلة السابرة المنظمة كنهج تربوي واعد لتعزيز قدرات التفكير المرن والإبداعي وحل المشكلات الابتكارية في الجغرافيا. تُسهم هذه الدراسة بإطار تعليمي للتفكير المتشعب قائم على أدلة تجريبية تُعزّز مهارات الطلاب كمواطنين عالميين ملتزمين قادرين على التعامل مع تعقيدات عالمنا المترابط. تقود هذه الدراسة إطارًا تعليميًا قائمًا على أساس تجريبي لتنمية مهارات التفكير المُتشعب بشكلٍ هادف من خلال الأسئلة السابرة المنظمة في تعليم الجغرافيا. وتُسهم النتائج في الخطاب الأكاديمي حول الاستراتيجيات القائمة على الأدلة لتعزيز الكفاءات الأساسية للقرن الحادي والعشرين عبر المناهج الدراسية.
الكلمات المفتاحية:
التفكير المتشعب، الأسئلة السابرة، تعليم الجغرافيا، مهارات القرن الحادي والعشرينالمراجع
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