Özet:

The aim of this study is to share examples of the application of some methods that can be used in the teaching of critical thinking skills, to evaluate these methods and to make recommendations. For this purpose, first of all, "How can the ability to critical thinking be gained?" Reply to the question was asked. Some methods have been developed through the study of relevant literature. These are to question information and organize events according to Ivie’s critical thinking teaching model. These methods are organized and implemented. In this study, we will present examples of how the activities related to each method can be prepared and the practices that have been done. In the activities of questioning information, it was observed that a research effort was undertaken, but mostly remained under the influence of emotions, prejudices, trends, power of authority, traditions, habits. In the events organized according to Ivie’s critical thinking teaching model, it was observed that conscious research, active thinking, proof search processes were employed and also removed from the influence of authority. However, it can be said that some stages in Ivie's model have been challenged by participants. Participants have difficulty writing suggestions and assumptions, creating metaphors, while they can easily present evidence. In the activities of making philosophy with children, the question of stories attracted attention to the child’s interest and high level of participation. Ivie’s critical thinking teaching model suggests and assumptions write, the cause of the participants’ difficulties in the stages of metafor creation may be that the assumptions and the concepts of matafor are not exactly known. Before each application, these concepts have been explained and examples have been given. But the conclusion was not sufficient. Therefore, it is recommended that a large number of practices on these concepts be done before the model is implemented. It should not only be satisfied with the explanation of the concepts, sufficient number of suggestions and assumptions should be required for different situations. It is believed that the processes that do not work with these three methods will work more practically. In general, it was concluded that these three methods could be used in the teaching of critical thinking.

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