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Volume 24, Issue 154 (12-2025)
Journal of Psychological Science 2025, 24(154): 261-273 |
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Salari A A, Salimi N. (2025). The Effectiveness of Argumentation Schema Training on Enhancing Critical Thinking in Terms of Open-Mindedness and Receptiveness Among Female Middle School Students. Journal of Psychological Science. 24(154), 261-273.
URL: http://psychologicalscience.ir/article-1-2817-en.html
URL: http://psychologicalscience.ir/article-1-2817-en.html
Assistant Professor, Department of Public Health, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran , noshinsalimi@yahoo.com
Abstract: (100 Views)
Background: In today’s world, the ability to think critically is recognized as one of the essential skills in the learning process and social life. This skill encompasses two important dimensions: open-mindedness and receptiveness to criticism, which help individuals effectively analyze information and make more informed decisions. However, in educational systems, especially concerning female students, there has not been sufficient attention paid to teaching these skills, resulting in a significant research gap in this area. Therefore, the present study aims to investigate the effectiveness of schema-based reasoning training on enhancing critical thinking in terms of open-mindedness and receptiveness to criticism among female students.
Aims: The aim of the present research was to evaluate the effectiveness of Argumentation Schema training on enhancing critical thinking, specifically in terms of open-mindedness and receptiveness among seventh-grade female students in Sanqur County.
Methods: The present study is applied in terms of its objective and employs a quasi-experimental method with a pre-test and post-test design including a control group. The statistical population of this study consists of all seventh-grade students in the first cycle of secondary education in the Sanqar County during the 2023-2024 academic year. Sampling in this research was conducted using a convenience sampling method, and ultimately, 120 students were selected, who were randomly divided into two groups: the experimental group and the control group (60 students in the experimental group and 60 in the control group). To collect data, the California Critical Thinking Questionnaire (Facione, 1997) was utilized. The experimental group received 10 sessions of 90-minute schema-based reasoning training(Kabat-Zinn & Kakan-Akas, 2020). Finally, the data were analyzed using covariance analysis with the SPSS-26 software.
Results: The results indicated that Argumentation Schema training had a significant effect on enhancing open-mindedness and receptiveness at a significance level of (p= 0.001).
Conclusion: Argumentation Schema training enables students to actively participate in the learning process and strengthen their analytical and reasoning skills. This type of training, by encouraging inquiry and critical analysis of information, contributes to enhancing students’ abilities to evaluate and critique various opinions and ideas.
Aims: The aim of the present research was to evaluate the effectiveness of Argumentation Schema training on enhancing critical thinking, specifically in terms of open-mindedness and receptiveness among seventh-grade female students in Sanqur County.
Methods: The present study is applied in terms of its objective and employs a quasi-experimental method with a pre-test and post-test design including a control group. The statistical population of this study consists of all seventh-grade students in the first cycle of secondary education in the Sanqar County during the 2023-2024 academic year. Sampling in this research was conducted using a convenience sampling method, and ultimately, 120 students were selected, who were randomly divided into two groups: the experimental group and the control group (60 students in the experimental group and 60 in the control group). To collect data, the California Critical Thinking Questionnaire (Facione, 1997) was utilized. The experimental group received 10 sessions of 90-minute schema-based reasoning training(Kabat-Zinn & Kakan-Akas, 2020). Finally, the data were analyzed using covariance analysis with the SPSS-26 software.
Results: The results indicated that Argumentation Schema training had a significant effect on enhancing open-mindedness and receptiveness at a significance level of (p= 0.001).
Conclusion: Argumentation Schema training enables students to actively participate in the learning process and strengthen their analytical and reasoning skills. This type of training, by encouraging inquiry and critical analysis of information, contributes to enhancing students’ abilities to evaluate and critique various opinions and ideas.
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)