The effectiveness of Argumentation schema -based education on critical thinking tendencies in female students

The present study aimed to investigate the effectiveness of schema-based argumentation training on critical thinking tendencies in female students. The research method employed was an experimental study with a pre-test/post-test design that included a control group. The statistical population of the study consisted of all seventh-grade students at the first high school during the ۲۰۲۴-۲۰۲۳ academic year in Sonqor County. Sampling was conducted using the convenience sampling method. A total of ۱۲۰ students were selected and assigned to two groups: an experimental group and a control group (۶۰ students in the experimental group and ۶۰ in the control group). In this study, the critical thinking tendency questionnaire developed by Fasion et al. was utilized. Critical thinking training sessions were conducted over ۹ sessions for the experimental group, based on the Paul Elder (۲۰۱۹) model. Finally, a post-test was administered to both groups after the training sessions. For data analysis, analysis of covariance (ANCOVA) was performed using SPSS-۲۶ software.The results indicated that schema-based argumentation education has a positive effect on critical thinking tendencies. Consequently, it can be concluded that schema-based argumentation education can be effectively used to enhance critical thinking among students.The present study aimed to investigate the effectiveness of schema-based argumentation training on critical thinking tendencies in female students. The research method employed was an experimental study with a pre-test/post-test design that included a control group. The statistical population of the study consisted of all seventh-grade students at the first high school during the ۲۰۲۴-۲۰۲۳ academic year in Sonqor County. Sampling was conducted using the convenience sampling method. A total of ۱۲۰ students were selected and assigned to two groups: an experimental group and a control group (۶۰ students in the experimental group and ۶۰ in the control group). In this study, the critical thinking tendency questionnaire developed by Fasion et al. was utilized. Critical thinking training sessions were conducted over ۹ sessions for the experimental group, based on the Paul Elder (۲۰۱۹) model. Finally, a post-test was administered to both groups after the training sessions. For data analysis, analysis of covariance (ANCOVA) was performed using SPSS-۲۶ software. The results indicated that schema-based argumentation education has a positive effect on critical thinking tendencies. Consequently, it can be concluded that schema-based argumentation education can be effectively used to enhance critical thinking among students.

کلیدواژه ها:

Schema-based Argumentation education ، critical thinking orientation ، students