Document Type : Research Article (Quantitative)
Authors
1 PhD Student in Curriculum Planning, Lamerd Branch, Islamic Azad University, Lamerd, Iran
2 Associate Professor, Department of Educational Sciences, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
3 Assistant Professor, Department of Educational Sciences, Lamerd Branch, Islamic Azad University, Lamerd, Iran.
Abstract
purpose: The aim of this research was developing and validating a teaching metacognitive skills model based on quantum thinking in student teachers.
Methodology: The present study in terms of purpose was applied and in terms of implementation method was mixed (qualitative-quantitative). The research population in the qualitative section was the books and articles related to metacognitive skills and quantum thinking in the last thirty years, which after reviewing them number of 50 cases (12 books and 38 articles) were selected as a sample by purposive sampling method. The research population in the quantitative section was student teachers of Farhangian University of Shiraz province in the academic years of 2020-1, which based on Cochran formula number of 100 people of them were selected as a sample by simple random sampling method. The research tool in the qualitative section was take noting of books and articles and in the quantitative section was a researcher-made questionnaire (33 items) whose psychometric properties were confirmed. Data were analyzed in the quantitative section by coding method in MAXQDA software and in the quantitative section by exploratory factor analysis and structural equation modeling in SPSS-23 and Smart PLS-3 software.
Findings: The findings of the qualitative section showed that the teaching metacognitive skills model based on quantum thinking in student teachers had 129 indicators, 33 components and 8 categories, which categories were including macro policy area, content of metacognitive curriculum and quantum thinking, teaching and learning processes, use of information technology, interaction with scientific research centers, psychological foundations, evaluation methods and characteristics of learners. Also, the findings in the quantitative section showed that 33 items in the 8 mentioned categories were placed; So that the factor load of all items and categories was higher than 0.70, the average variance extracted of all categories was higher than 0.60 and the cronbach and combined reliability of all categories was higher than 0.90. Other findings showed that the teaching metacognitive skills model based on quantum thinking in student teachers had a good fit and the effect of mentioned model on all eight categories of macro policy area, content of metacognitive curriculum and quantum thinking, teaching and learning processes, use of information technology, interaction with scientific research centers, psychological foundations, evaluation methods and characteristics of learners were significant (P<0.05).
Conclusion: Based on the results of present research, officials and planners of Farhangian University can use the identified and validated model of teaching metacognitive skills based on quantum thinking in student teachers to improve teaching, training and learning, which for this purpose use the components and categories extracted from the present study is necessary.
Keywords
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