Zahra Hosseini %!

" #$
Islamic Azad University
South Tehran Branch

Abstract (%&'
he present research studied the effects of collabora- 01 % / + ,-# . )* )!" # $% &' (
T tive learning on critical thinking. An experimental and 1 =6< ; # 7,8# ,9 . : 56 # 4 ( . 3 . 2,
a witness group, each composed of 30 female mathemati- 01 7 ' 1, > * * 1 =6 *
cs students, were administered Critical Thinking Test (OCR, # @ A' 3 8 > ?666 $OCR< # . 2,
2000). Next, the experimental group was taught a course B )8 7 * *# ,-# )8 7 *#
using the method of collaborative learning. The witness 7- . JH, I A # - G)DE F , 3 8 C
group was taught the same course using the method of lec- )8 # 8 # J,L $. 2, G)DE < . 2, 01 K# 7
turing. The results of MANCOVA showed that the experimen- )!" I3 * * %) * # >. 2,
tal group outperformed the witness group in three subscales 3 M+ * # N OE # . 2, 01 . # ,-# . )*
of critical thinking namely, critical analysis, credibility of

evidence and critical evaluation. The way collaborative , *(% + * # )

learning affects critical thinking skills is discussed. !

Key words: collaborative learning, critical thinking, cri-

tical analysis, credibility of evidence, critical evaluation.

received : 12 Feb 2008 )*'(('%& $ "#

Contact information : z_hosseini14@yahoo.com accepted : 25 Jan 2009 ). '(% '* $ - +,
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Journal of Iranian Psychologists -Vol. 5/ Issue 19/ Spring 2009

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1. critical thinking 6. Lumsdanie, E. 11. inquisitiveness

2. problem solving 7. truth-seeking 12. maturity
3. creative thinking 8. open-mindedness
4. logical thinking 9. systematicity
5. metacognition 10. self-confidence
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1. feedback 4. credibility of evidence 7. Oxford, Cambridge and RSA (Royal Society of Arts)
2. collaborative learning 5. critical evaluation Examinations
3. critical analysis 6. quasi experiment
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1. reliability 3. validity
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?6
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?6
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