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Bu çalışmada, köy okulu öğrencilerinin eleştirel düşünme becerisi gelişim süreçlerini anlamak ve köy okulu öğrencileri gözünden eleştirel düşünmenin boyutlarını ortaya koymak amaçlanmıştır. Nitel araştırma modellerinden olan durum çalışmasına göre tasarlanan çalışmada veriler, çalışma grubu öğrencilerinden açık uçlu sorular formu ve öğrenci günlükleri aracılığı ile toplanmıştır. Araştırma grubu öğretmenlerinden ise öğretmen görüş formu aracılığı ile toplanmıştır. Araştırmada araştırmacı tarafından hazırlanan, güncel konuları ele alan içerisinde tartışma unsurları barındıran, bilgilendirici, kurmaca metinlerden yararlanılmıştır. Araştırmada köy okulu öğrencileri eleştirel düşünme becerisini argüman belirleme, karşı sav geliştirme, düşünme becerisi ve nesnel olma olarak temalandırmıştır. Köy okulu öğrencileri eleştirel okuma ya da dinleme sürecinde eleştirel olan bireyin önemsediklerine yönelik eleştirel düşünme becerisine oluşturdukları temaların yanı sıra dikkatle dinleme ve okumaya da dikkat çekmiştir. Köy okulu öğrencileri düşünme becerileri dersinin eleştirel bakış açısı edinmelerine, fikir üretebilmelerine ve sunulan argümanları belirleyebilmelerine olanak tanıdığını belirtmiştir. Eleştirel düşünmenin gündelik hayatlarında kendilerini dış tehlikelerden korumalarına imkân tanıyacağını ve doğru kararlar vermelerini sağlayacağını belirtmiştir. Eleştirel düşünmenin diğer derslerdeki başarılarına katkısına yönelik ise kavrayışlarını arttığını ve sorgulama becerilerinin arttığını belirtmiştir. Araştırma sonucunda düşünme becerileri dersinin öğrencilerin eleştirel düşünme becerileri üzerindeki olumlu etkisi anlaşılmıştır. Seçmeli ders olan düşünme becerileri dersinin zorunlu ders olarak okutulması araştırma kapsamında öneri olarak getirilmiştir.
This study aims to understand the processes of development of the critical thinking skills of rural school students and to reveal the dimensions of critical thinking from the eyes of rural school students. The data in the study, designed according to the state study of the quality research models, were collected through the open-end questions form and student logs from the study group. The research group of teachers was gathered through the teacher's opinion form. In the research, the researcher prepared, discussed current topics, which contained elements of discussion, informative, narrative texts were used. In the research, the students of the rural school have submitted the ability to think critically as the determination of arguments, the development of opposition, the ability to think and being objective. The rural school has attracted students to the themes they create on the ability to think critically about what the individual is critical in the process of critical reading or listening, as well as to carefully listen and read. The countryside school noted that the thinking skills of the course enabled them to acquire a critical perspective, to produce ideas and to determine the arguments presented. He said that critical thinking will enable them to protect themselves from external dangers in their daily lives and will allow them to make the right decisions. Critical thinking is aimed at contributing to its success in other lessons, he said that he increased his understanding and increased his questioning skills. The research results have understood the positive impact of the course of thinking skills on students’ critical thinking skills. Optional lessons that are thinking skills are suggested in the framework of the research that the lesson is taught as a mandatory lesson.
The purpose of the study was to understand the development processes of the critical thinking skills of secondary school students and to reveal the dimensions of critical thinking from their perspectives. The data in the study, which was designed according to the case study model of qualitative research, were collected from the students through the open-ended questions form and student diaries. However, the data were collected from their teachers through opinion forms. The study used informative and fictitious texts, which included discussion elements of current issues, prepared by the researcher. The secondary school students described critical thinking skills as identifying arguments, developing counter-arguments, thinking skills, and objectivity. They also drew attention to careful reading and listening in addition to the themes they created on the critical thinking skills of the individuals who are critical while reading or listening. The students also stated that the critical thinking skills course allows them to acquire critical perspectives, generate ideas, and identify the arguments presented. They maintained that critical thinking helps them protect themselves from external threats and enable them to make the right decisions. In addition, critical thinking contributed to their success in the other courses by improving their understanding and developing their questioning skills. The study concluded that the critical thinking skills course has a positive effect on students’ critical thinking skills. In this context, the course of critical thinking skills, which is an optional one, was recommended to be taught as a compulsory course.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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