Abstract:

In this study, it was aimed to determine the thoughts of science teachers who participated in a professional development program based on critical thinking about the critical thinking and educational process. The study was carried out with a phenomenological design, one of the qualitative research methods. A total of four science teachers participated in the study. Teachers were given training within the scope of a professional development program based on critical thinking. The training lasted 8 weeks and 24 lesson hours. Semi-structured interview questions were used as data collection tool in the research. Content analysis was applied to the qualitative data obtained. As a result of the analyzes, it was seen that the teachers defined critical thinking within the framework of questioning, using evidence, and transferring knowledge to different situations. Teachers stated that the critical thinker questions, seeks or uses evidence, and is skeptical. In addition, the teachers stated that they were satisfied with the training they attended and contributed to their multi-faceted development in the process.

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