Strategie instruktażowe w rozwoju myślenia krytycznego w szkolnictwie średnim nieformalnym w Tanzanii
DOI:
https://doi.org/10.16926/p.2022.31.03Słowa kluczowe:
myślenie krytyczne, strategie instruktażowe, kształcenie średnie nieformalneAbstrakt
W niniejszym opracowaniu zbadano wkład strategii instruktażowych w rozwój umiejętności krytycznego myślenia w nieformalnym szkolnictwie średnim w Tanzanii. Badanie zostało przeprowadzone w Kinondoni Municipal Council w Tanzanii. W badaniu zastosowano podejście jakościowe z projektem fenomenologicznym. Próba badawcza składała się z 36 uczniów i 8 nauczycieli, co daje w sumie 44 uczestników. Badanie wykorzystało celowy dobór próby do wszystkich uczestników. Metody użyte do zebrania danych w tym badaniu to wywiady, zogniskowane dyskusje grupowe i obserwacje. Badanie wykorzystało analizę tematyczną do analizy danych. Wyniki badania wskazują na ograniczone wykorzystanie strategii nauczania, które okazały się mieć niewielki wkład w rozwój umiejętności krytycznego myślenia wśród uczniów. Strategie te obejmują wykład, pytania i odpowiedzi, prezentację ustną, dyskusję grupową i rozwiązywanie problemów, które miały niski wkład w rozwój krytycznego myślenia wśród uczniów w nieformalnym szkolnictwie średnim. Badanie wykazało również, że większość osób uczących nie ma kwalifikacji nauczycielskich, co prowadzi do bardzo niskiego wkładu w rozwój krytycznego myślenia wśród uczniów. Badanie zaleca, że nauczyciele powinni stosować odpowiednie interaktywne strategie instruktażowe, które mogą mieć duży wkład w rozwój krytycznego myślenia wśród uczniów, takie jak strategia pytań i odpowiedzi, dyskusja grupowa, prezentacja ustna, rozwiązywanie problemów, działania badawcze, praca w terenie, wystawianie uczniów na działanie bibliotek, prowizoryczne pytania wyzwalające, zagadkowe pytania i promowanie samodzielnego uczenia się.
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