Abstract:

In this study, the distribution of the comprehension and evaluation questions in the Turkish classroom textbooks (5-8.) according to critical thinking skills was examined according to grade level and text genre. The research was conducted by document analysis, one of the qualitative research methods. The universe of the research consists of 2020-2021 academic year Turkish textbooks. The selected books were determined by criterion sampling method from purposive sampling methods. The data were collected from the textbooks determined through document analysis. In the study, the text comprehension questions in Turkish textbooks were examined according to the "critical thinking skills and question samples/question statements in Turkish lessons " form developed by Amanvermez İncirkuş and Beyreli (2019). Descriptive analysis and content analysis were used to analyze the data. The reliability of the study was provided by the reliability of agreement between independent evaluators (Reliability = 83%). The main findings of the study are as follows: In all grade levels and text types, it was observed that at the defination level and interpretation level, there was a lot of “cause and effect questions” questions but “finding implicit meaning” and “finding main idea” questions are given rarely. The questions about analysis, inference, assumptions, explanation, and evaluation skills that will activate the higher-order thinking skills that require the student to answer with his own experiences and thoughts are rarely or not included in the textbooks. When the questions requiring high-level thinking were evaluated within themselves, it was seen that explanation and evaluation questions were included, but the rate of these questions is very low compared to the definition and interpretation questions. However, although these questions are explanation and evaluation questions as question types, it can be said that the questions are simple questions in terms of critical thinking. As a result, when comparing according to classes and text types, there is no gradual distribution in the distribution of questions on critical thinking skills from 5th grade to 8th grade. While preparing the text comprehension questions, it can be said that there is no planned system in teaching/developing critical thinking skills through the questions.

Keywords: