TALABALARDA TANQIDIY FIKRLASH VA EPISTEMIK TAFAKKUR INTEGRATSIYASI
Kalit so‘zlar:
tanqidiy fikrlash, epistemik tafakkur, epistemik e’tiqodlar, dalil, asoslash, reflektiv hukm, argumentatsiya, ilmiy savodxonlik, mustaqil fikrlash, oliy ta’lim.Annotatsiya
Ushbu maqolada talabalarda tanqidiy fikrlash va epistemik tafakkur integratsiyasi psixologik-pedagogik nuqtai nazardan tahlil qilinadi. Tadqiqotning maqsadi tanqidiy fikrlashni dalillarni tahlil qilish, baholash va asoslangan xulosa chiqarish qobiliyati, epistemik tafakkurni esa bilimning manbai, ishonchliligi, murakkabligi va asoslanishini baholashga yo‘naltirilgan tafakkur shakli sifatida talqin qilib, ularning o‘zaro uyg‘unlashuv mexanizmlarini ochib berishdan iborat. Tadqiqot nazariy-tahliliy, qiyosiy-konseptual va interpretativ sintez yondashuvlariga asoslandi. Natijalar shuni ko‘rsatdiki, tanqidiy fikrlash epistemik mezonlarsiz ko‘proq formal mantiqiy operatsiyalar darajasida qolib ketadi, epistemik tafakkur esa tanqidiy tahlilsiz amaliy qaror va xulosa chiqarish bosqichiga to‘liq ko‘chmaydi. Shu bois ularning integratsiyasi talabaning manbalarni tekshirishi, qarama-qarshi dalillarni qiyoslashi, o‘z pozitsiyasini asoslab berishi va xulosaning cheklanishlarini anglay olishini ta’minlaydi. Xulosa sifatida oliy ta’limda tanqidiy fikrlash va epistemik tafakkurni birgalikda rivojlantirish ilmiy savodxonlik, mustaqil fikrlash va intellektual mas’uliyatning psixologik poydevorini kuchaytirishi asoslandi.
Iqtiboslar
1. Barzilai S., Zohar A. Reconsidering personal epistemology as metacognition: a multifaceted approach to the analysis of epistemic thinking // Educational Psychologist. — 2014. — Vol. 49, No. 1. — P. 13–35. — DOI: 10.1080/00461520.2013.863265.
2. Chan N.-M., Ho I. T., Ku K. Y. L. Epistemic beliefs and critical thinking of Chinese students // Learning and Individual Differences. — 2011. — Vol. 21, No. 1. — P. 67–77. — DOI: 10.1016/j.lindif.2010.11.001.
3. Facione P. A. Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. Research Findings and Recommendations. — Newark, DE: American Philosophical Association, 1990. — 112 p.
4. Felton M. K., Kuhn D. “How do I know?” The epistemological roots of critical thinking // Journal of Museum Education. — 2007. — Vol. 32, No. 2. — P. 101–110.
5. Greene J. A., Cartiff B. M., Duke R. F. A meta-analytic review of the relationship between epistemic cognition and academic achievement // Journal of Educational Psychology. — 2018. — Vol. 110, No. 8. — P. 1084–1111. — DOI: 10.1037/edu0000263.
6. Hofer B. K., Pintrich P. R. The development of epistemological theories: beliefs about knowledge and knowing and their relation to learning // Review of Educational Research. — 1997. — Vol. 67, No. 1. — P. 88–140. — DOI: 10.3102/00346543067001088.
7. King P. M., Kitchener K. S. Developing reflective judgment: understanding and promoting intellectual growth and critical thinking in adolescents and adults. — San Francisco: Jossey-Bass, 1994. — 304 p.
8. King P. M., Kitchener K. S. Reflective judgment: theory and research on the development of epistemic assumptions through adulthood // Educational Psychologist. — 2004. — Vol. 39, No. 1. — P. 5–18. — DOI: 10.1207/s15326985ep3901_2.
9. Kuhn D. A developmental model of critical thinking // Educational Researcher. — 1999. — Vol. 28, No. 2. — P. 16–25.
10. Kuhn D. Arguing to learn // In: Sawyer R. K. (ed.). The Cambridge Handbook of the Learning Sciences. — Cambridge: Cambridge University Press, 2006.
11. Sandoval W. A., Greene J. A., Bråten I. Understanding and promoting thinking about knowledge: origins, issues, and future directions of research on epistemic cognition // Review of Research in Education. — 2016. — Vol. 40, No. 1. — P. 457–496. — DOI: 10.3102/0091732X16669319.
12. Yuan R., Stapleton P. Critical thinking in teacher education: where do we stand and where can we go? // Teaching and Teacher Education. — 2023.
