بررسي داستان هاي ايراني و خارجي با رويكرد تفكر مراقبتي و اثربخشي آن ها بر دانش آموزان دوره ابتدايي

Investigating Iranian an‎d foreign stories with the approach of caring thinking an‎d their effectiveness on elementary school students

علوم تربيتي

The present study aimed to investigate Iranian an‎d foreign stories with a focus on caring thinking an‎d to eva‎luate their effectiveness on primary school students. A sequential exploratory mixed-methods approach was employed. In the qualitative phase, deductive content analysis was used, while in the quantitative phase, a quasi-experimental design with experimental an‎d control groups, including pre-tests an‎d post-tests, was implemented. In the qualitative phase, Iranian an‎d foreign stories for the “C” age group were purposefully selec‎ted with maximum diversity an‎d analyzed until theoretical saturation was reached. Qualitative findings revealed that Iranian stories, such as If Snowmen Don’t Melt…, Goodnight, Comman‎der, an‎d Where Is the Coal Mine?, emphasize emotion-based thinking, activity, an‎d social norms, placing emotional interactions an‎d practical actions at the core of their narratives. However, stories like The Pigeon an‎d the Clock an‎d Two Planets paid less attention to these components. Foreign stories, such as The Essay, The Enemy, an‎d The Red Bird, while focusing on emotion-based thinking an‎d activity, adopt a universal approach with greater emphasis on moral values an‎d empathy. A comparison of Iranian an‎d foreign stories indicated a shared focus on emotion-based thinking an‎d activity. However, the lesser attention in Iranian stories to empathy-based an‎d value-based thinking compared to foreign stories highlights the need to strengthen these components in local content. In the quantitative phase, the statistical population consisted of second-cycle primary school students in Isfahan during the 2024-2025 academic year. A sample of 90 students from District 4 was selec‎ted using multistage cluster sampling. From second-cycle primary schools, three schools were chosen, an‎d one sixth-grade class from each school was ran‎domly selec‎ted: one as the control group an‎d two as experimental groups. The educational intervention was conducted through 10 inquiry circle sessions using Iranian an‎d foreign stories. To measure caring thinking, the Hedayati Caring Thinking Questionnaire (2018) was used, an‎d data were analyzed using descriptive an‎d inferential statistics. Quantitative findings showed that the educational intervention had a significant positive effect on the caring thinking of the experimental groups compared to the control group (p <‎ 0.05). Bonferroni post-hoc tests indicated that the effect was significant in the foreign story group (p <‎ 0.05) but not in the Iranian story group (p ‎> 0.05). Multivariate analysis of covariance revealed that Iranian stories significantly impacted empathetic thinking (p <‎ 0.05), while foreign stories significantly influenced value-based an‎d active thinking (p <‎ 0.05), which aligns with the qualitative findings. However, a direct comparison of overall effectiveness between the two experimental groups showed no significant difference (p ‎> 0.05). In conclusion, both qualitative an‎d quantitative findings confirm that literary stories are effective tools for fostering caring thinking in primary school students. Iranian stories, with an emphasis on local values, enhance empathy-based thinking, while foreign stories, with universal themes, promote value-based an‎d active thinking. The shared focus of both groups on emotion-based an‎d activity-based thinking highlights the high potential of stories in developing emotional an‎d practical skills. However, the limited overall effectiveness of Iranian stories an‎d their lesser focus on empathy-based an‎d value-based thinking underscore the need for revising the design of local story content. Additionally, using high-quality translations of foreign stories in inquiry circles can reduce cultural gaps an‎d enhance the effectiveness of educational programs in strengthening the components of caring thinking.

5

137782