شکل¬گیری و تحول باورهای کودکان 6 -3 ساله دربارة دانش و دانستن
محورهای موضوعی :
زهرا تنها
1
(دانشگاه آزاد اسلامی واحد خرم آباد)
پروین کدیور
2
(دانشگاه خوارزمی)
محمدحسین عبدالهی
3
(دانشگاه خوارزمی)
جعفر حسنی
4
(دانشگاه خوارزمی)
کلید واژه: معرفت¬, شناسی شخصینظریة ذهنباور غلطفرهنگ,
چکیده مقاله :
پژوهش حاضر با هدف بررسی تحول باورها در سنین کودکی با درنظر گرفتن نظریة ذهن انجام شد. بدین منظور، تعداد 75 کودک در سنین 6-3 سال از مهدکودک های شهر تهران انتخاب شدند. برای هر کودک دو تکلیفِ باورِ غلط و دو تکلیف معرفت شناسی شخصی در نظر گرفته شد. نتایج نشان دادند که بین معرفت شناسی شخصی، نظریة ذهن، و سن رابطة معنادارِ مثبت دیده می شود. نتایج تحلیل رگرسیون نشان دادند که معرفت شناسیِ شخصی از طریق سن و نظریة ذهن قابل پیش بینی است. بر این اساس، کودکانِ سنین بالاتر نمره های بالاتری در معرفت شناسی شخصی کسب کردند، به گونه ای که تقریباً %31 از واریانس معرفت شناسی شخصی از طریق سن تبیین شد. همچنین، کودکانی که نمره های بالاتری در معرفت شناسی شخصی کسب کردند نمره های بالاتری در توانایی نظریة ذهن به دست آوردند. دو متغیر سن و نظریة ذهن همراه با هم، %5/32 از واریانس معرفت شناسی شخصی را تبیین کردند. به علاوه، مرحله انتقال به دوگانه نگری در نمونة مورد بررسی، مشاهده نشد.
Development of individual beliefs about nature of knowledge and knowing has been one of the important educational research topics in recent decades. The present study aimed to examine belief’s development with regard to the theory of mind at early ages. Hence, a sample of 75 children aged 3-6 years were selected from Tehran kindergartens. For each child, two False Belief Tasks and two Personal Epistemology Tasks were used. The results showed that there was a significant positive relationship between personal epistemology, theory of mind, and age. Results of regression analysis showed that personal epistemology was predictable by age and theory of mind. Accordingly, the older children got higher scores in personal epistemology, and approximately 31% of the variance in personal epistemology was explained by age. Also, children with higher scores in personal epistemology obtained higher scores in theory of mind, and age and theory of mind together explained 32.5% of the variance of personal epistemology. Moreover, the transition to dualism was not observed in the studied sample.
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