The Effectiveness of Strategic Teaching of Thinking on Academic Buoyancy in Elementary Students

The purpose of this study was to determine the effectiveness of Strategic Teaching of Thinking on academic buoyancy of elementary students. The research method was semi-experimental and its design was pre-test and post-test with control group. The population of the study consisted of all 5th grade elementary school students in Marand city. The sample group was selected using cluster random sampling. The subjects of this study were 64 people who were randomly assigned to the experimental group (32 persons) and control (32 persons). The intended educational content was a package of Strategic Teaching of Thinking and colleagues. The experimental group received 16 sessions of 50 minutes of strategic thinking instruction, and the control group did not receive any training on thinking and did not go through the normal course of the class. Students' academic buoyancy was assessed with a questionnaire of Hossein Chari and Dehghanizadeh's. Academic buoyancy were evaluated in two stages: Pre-test and post-test. Research hypotheses were analyzed by covariance analysis the findings of the research showed that there is a significant difference between the mean scores of academic buoyancy in the experimental and control groups. In general, it can be stated that thinking teaching to students can strengthen academic buoyancy. These results suggest Strategic Teaching of Thinking as an effective teaching-learning method in educating self-taught students, which is the most important goal of education.