Investigating the effect of stories and poems of Persian books in the fourth grade of elementary school in improving the critical thinking of Farhangian University students in virtual education

Document Type : Original Research

Authors

1 Department of Art Education, Faculty of Shahid Sherafat Higher Education Center, Farhangian University, Tehran, Iran

2 Department of Art Education, Faculty of Higher Education Center of Mecca Martyrs, Farhangian University, Tehran, Iran

3 Department of Physical Education, Faculty of Higher Education Center Nasibeh, Farhangian University, Tehran, Iran

Abstract

the aim of the current research is to investigate the effect of the stories and poems in the fourth-grade Persian book in improving the critical thinking of students-teachers of the girls' campus in virtual education. This research is a survey type, it is classified as applied research. To collect the required data, library and field studies were used. The statistical population includes 75 female students of elementary education at Farhangian University in the academic semester of 1400 to 1401 of Nasibeh Higher Education Center in Tehran, who were selected using random sampling. Cronbach's alpha coefficient was used to determine the reliability of the questionnaires. Also, in order to check the hypotheses of the research, SEM was used with SmartPLS3 software. Findings: The findings showed that the stories and poems in the Persian book of the fourth-grade lead to the strengthening of logical prediction, self-criticism, critical interpretation, conflict and solidarity, design and problem solving, reorganizing and checking the validity of propositions. Skills such as logical prediction can play a significant role in promoting critical thinking among teachers. Also, the ability of self-criticism is one of the other consequences of studying the content of the fourth Persian book.

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Main Subjects

The Journal of Theory and Practice in Teachers Education

Articles in Press, Accepted Manuscript
Available Online from 06 March 2024

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History

  • Receive Date: 20 November 2023
  • Revise Date: 17 February 2024
  • Accept Date: 28 February 2024

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