[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
:: Volume 13, Issue 5 (11-2020) ::
Educ Strategy Med Sci 2020, 13(5): 529-537 Back to browse issues page
Designing a thinking instruction model based on Vygotsky's sociocultural theory and assessment its impact on reducing aggression
Jamshid Heydari1, Khadijeh Aliabadi1, Soghra Ebrahimi Qavam 2, Ali Delavar1, Saeid Pourroostaei Ardakani1
1- Allameh Tabataba’i University
2- Allameh Tabataba’i University , Qavam.s2015@gmail.com
Abstract:   (353 Views)
Introduction: The prevalence of aggressive behaviors is directly related to the physical and mental health of the community. Thinking instruction can be an effective strategy to prevent aggressive behaviors in the teenager. Thinking instruction, like any kind of instruction, requires design. The purpose of this research, designing a thinking instruction model based on Vygotskychr('39')s sociocultural theory and assessment its impact on reducing students aggression.
Methods: The research is a mixed method. The qualitative section from the theme analysis and survey method and the quantitative section from the experimental method was used. In the qualitative section by analyzing texts and interviews, the model designed and for internal validation, the Model image with a questionnaire, send for 15 experts, Data analysis and internal validation of the model were confirmed. 60 male and female students with the highest aggression scores in Buss and Perry aggression test, alternative In 2 experimental groups and 2 control groups and thought instruction for them executed during 9 sessions 75 minutes. Experimental groups by designed model and control groups by Common school methods, such as question and answer method, given thought instruction. After instruction, the aggression questionnaire was used to assess the aggression of the groups.
Result: Initially, the model of thinking instruction designed. Then model executes and data were analyzed by t-test. Between experimental and control groups of male students, No significant difference was observed. Between experimental and control groups of female students, considering the mean differences (3.800 & 8.266), observed a significant difference. Between two groups of girls and boys in decreasing aggression, there was no significant difference.
Conclusions In addition to the general design of instruction, one can design instruction in special fields such as thinking. The thinking instruction model, designed, validated, applied and led to a reduction in female studentschr('39') aggression.
 
Keywords: Instructional design, thinking instructional model, Reducing aggression, Vygotsky's sociocultural theory
Full-Text [PDF 565 kb]   (83 Downloads)    
Article Type: Original Research | Subject: Health
Received: 2019/07/27 | Accepted: 2020/01/22 | Published: 2020/11/30
Send email to the article author

Add your comments about this article
Your username or Email:

CAPTCHA


XML   Persian Abstract   Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

heydari J, aliabadi K, Ebrahimi Qavam S, Delavar A, Pourroostaei Ardakani S. Designing a thinking instruction model based on Vygotsky's sociocultural theory and assessment its impact on reducing aggression. Educ Strategy Med Sci. 2020; 13 (5) :529-537
URL: http://edcbmj.ir/article-1-2287-en.html


Volume 13, Issue 5 (11-2020) Back to browse issues page
دوماهنامه علمی- پژوهشی راهبــردهای آموزش در علوم پزشکی Education Strategies in Medical Sciences
Persian site map - English site map - Created in 0.05 seconds with 30 queries by YEKTAWEB 4280