مریم انجیری استرکی

Abstract

The aim of the current research is to investigate care thinking in the sixth grade primary school thinking and research textbook. The paradigm of qualitative research and its approach is descriptive-interpretive. The sample of this research is the research and thinking textbook of the sixth grade of elementary school, and the sampling method is purposeful. The data analysis method is the deductive-inductive content analysis method proposed by Meiring (۲۰۰۰). From there, the research is an analogy that the components of care thinking have been used to analyze the content of this book. These components are extracted from the works of thinkers who have worked in the field of care thinking. The components that were analyzed in this research include ۶ main components from Lipman (value, emotion, practical action, normative, empathy, metacognition) and ۱۵ sub-components which were obtained by the researcher in the works of other thinkers. . These components are: salient focus, constructive deliberation, autonomy of action, cooperative learning, collective thinking, impersonal participation, awakened attention, hope, relational awareness, empathy, connectedness, another point of view, and a set of intellectual virtues. Using these components, the researcher has investigated care thinking in different parts of the book of thinking and research, which includes ۴ chapters, and in each chapter, story, film, animation, individual activity, group activity, conversation, activity Included in the home and self-assessment. The findings of this research showed that in this book, despite the significant attention to some components of caring thinking such as value, empathy, perspective, and also attention to a handful of components of collective thinking, hope, flexibility, awakened attention, trust, independence. action, guesswork, connected thinking, alert communication, practical action, impersonal participation, respect for opinions and curiosity, constructive consultation and democracy, but the representation of these components has not been done in a favorable and completely optimal way. If the component of value that has been represented the most in the book is mostly represented in the form of direct and moral advice. Considering that the thinking and research book is the only source of curricular thinking for elementary school students, it is appropriate for the authors to review this book to cultivate this thinking.

Keywords: Caring thinking, value thinking, emotional thinking, active thinking, normative thinking, empathic thinking, sixth grader's thinking and research book