شبكة المعلومات العربية التربوية

يهدف البحث إلى دراسة قدرة التربية الإعلامية في تطوير الفكر الناقد عند التّلميذ وقد اخترنا لذلك عينيّة من ستة وستين تلميذا من الصف الثانوي الأول. واعتمدنا في دراستنا على المنهج الوصفي التحليلي، أمّا تصميمه فكان شبه تجريبي؛ أي قمنا بإخضاع العينيّة إلى استمارة تدرس مدى اطلاع أفرادها على العمل الإعلامي، وتقيس الرابط بين سلوكهم ونوعيّة البرامج التي يتابعونها. ومن ثمّ تدخلنا عبر وضع برنامج خاص مستند إلى دراسات وتجربة خاصة، زوّدنا أفراد العينيّة به، وبعد ذلك أخضعناهم للاستمارة ذاتها التي خضعوا لها قبل تزويدهم بالبرنامج بهدف قياس مدى استفادتهم منه. وقمنا بمقارنة النتائج في المرحلتين القبليّة والبعديّة، وتبيّن لنا أنّ التربية الإعلامية وفق البرنامج الذي وضعناه ساهمت في مساعدة التّلميذ على التدقيق في خلفيّات الرسائل الإعلامية والتمييز بين المزيّف منها والدقيق والخطير، وبات التّلميذ أكثر وعيًا على كيفيّة اختيار المواد الإعلامية التي يتابعونها. وبالتّالي ساهم هذا البرنامج بشكل إيجابي في تنمية التفكير الناقد لديهم. (ملخص المؤلف)

This research aims to study the potential of media education in the development of critical thinking among students in terms of guiding them on how to understand and analyze media messages, search for its backgrounds, advantages and disadvantages, and to authenticate its credibility. Moreover, the study aims to raise students’ awareness on the importance of not rushing to take a stand towards the media materials they receive or follow, and not to interact with it and publish it before verifying its authenticity. Thus, a sample of 66 students has been chosen from the tenth grade in two schools in Beirut to participate in this study. Subsequently, the study relied on a descriptive analytical approach, and its design was semi [1] experimental, i.e., the sample was subjected to a survey that closely examines the relationship between the students’ behavior and the content of the programs they follow; the survey also measures the extent to which they are familiar with the media work. Then, an intervention was performed through the development of a special program based on special studies and personal experience related to media education, which was taught to the study sample. Afterwards, the students were handed the same survey they had previously filled in order to measure the benefit that the program had on their behavior and reasoning. The results obtained, before and after teaching the program, were combined and presented in the form of tables for further comparative analysis and evaluation in order to verify the study hypotheses. The study findings reveal that the developed program has helped students in criticizing the media messages they receive. Students were now trained to: 1) acknowledge the source and the purpose of the information they get, and 2) distinguish between the fake and accurate news. Thus, it is suggested that they have developed a sense becoming more aware of how to choose from among the plethora of media materials that they are susceptible to in their daily lives. Finally, the study has shown that media education can positively contribute in the development of critical thinking in adolescent pupils. (Author’s abstract)