Abstract:

This study aims to explore the impact of the Social Information course supported by digital stories on students’ critical thinking skills. The research is designed in a combined design with a semi-experienced model with a predest-sontest control group. The study group consisted of 42 students who studied in the 4th grade of a primary school in the center of Rize. The resulting quantitative data is analyzed in the SPSS 20.0 statistical program. The study found that the critical thinking scores of students involved in the activities supported by digital stories (combination, tuberculosis, observation, default thinking) were higher and meaningful than other students. Control group students are also concerned with the development of success, critical thinking skills, but the difference is not meaningful. According to this conclusion, the current program has been suggested to be insufficient in developing students’ critical thinking.

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