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Volume 23, Issue 137 (7-2024)
Journal of Psychological Science 2024, 23(137): 330-347 |
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Kareem Mohammed Hussein Hannoon H, Hassani M. (2024). The Effectiveness of Teaching History Based on Psychological Constructivism Learning on the Development of Historical Thinking Skills in History Students of Karbala University. Journal of Psychological Science. 23(137), 330-347. doi:10.61186/jps.23.137.17
URL: http://psychologicalscience.ir/article-1-2475-en.html
URL: http://psychologicalscience.ir/article-1-2475-en.html
Department of Educational Sciences, Urmia University, Urmia, Iran. , M.hassani@urmia.ac.ir
Abstract: (63 Views)
Background: Current educational trends are moving towards the implementation of proactive methods. However, little research has been conducted in the field of teaching the psychological constructivism approach to students' historical thinking.
Aims: This study aimed to investigate the effectiveness of teaching history based on learning psychological constructivism on the development of historical thinking skills in history students of Karbala University.
Methods: The present study was a quasi-experimental field design with a pre-test and post-test with a control group. The statistical population of this study consisted of all history students of Karbala University in the academic year 2022-2023. The sample consisted of 40 history students of Karbala University, who were selected from among 500 students by simple random sampling method and randomly assigned to experimental and control groups (20 people in each group). Before teaching psychological constructivism, both groups were pre-tested using researcher-made questionnaires of historical thinking. Then, the experimental group was taught the social constructivist learning theory in 10 sessions and the control group was not provided with any training. After the end of the training course, the post-test was taken again from both groups. The data were analyzed using SPSS.27 software and univariate analysis of covariance.
Results: Univariate analysis of covariance showed that psychological constructivism training caused a significant increase in historical thinking, analysis, evaluation, inference, and self-regulation of history students (P<0.05).
Conclusion: According to these results, it can be concluded that the usefulness of active teaching methods such as psychological constructivism in history students contrasts the teaching methods currently used. Therefore, using approaches that can stimulate critical thinking, problem-solving, and reasoning in students is recommended to those in charge of educational systems.
Aims: This study aimed to investigate the effectiveness of teaching history based on learning psychological constructivism on the development of historical thinking skills in history students of Karbala University.
Methods: The present study was a quasi-experimental field design with a pre-test and post-test with a control group. The statistical population of this study consisted of all history students of Karbala University in the academic year 2022-2023. The sample consisted of 40 history students of Karbala University, who were selected from among 500 students by simple random sampling method and randomly assigned to experimental and control groups (20 people in each group). Before teaching psychological constructivism, both groups were pre-tested using researcher-made questionnaires of historical thinking. Then, the experimental group was taught the social constructivist learning theory in 10 sessions and the control group was not provided with any training. After the end of the training course, the post-test was taken again from both groups. The data were analyzed using SPSS.27 software and univariate analysis of covariance.
Results: Univariate analysis of covariance showed that psychological constructivism training caused a significant increase in historical thinking, analysis, evaluation, inference, and self-regulation of history students (P<0.05).
Conclusion: According to these results, it can be concluded that the usefulness of active teaching methods such as psychological constructivism in history students contrasts the teaching methods currently used. Therefore, using approaches that can stimulate critical thinking, problem-solving, and reasoning in students is recommended to those in charge of educational systems.
Keywords: History Teaching, Learning psychological Constructivism, Historical Thinking Skills, Students
Type of Study: Research |
Subject:
Special
Received: 2024/05/27 | Accepted: 2024/06/30 | Published: 2024/07/22
Received: 2024/05/27 | Accepted: 2024/06/30 | Published: 2024/07/22
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)