Özet:

This study aims to develop a measurement tool and to study this measurement tool and the behavior of teachers of primary education to support critical thinking in terms of various variables. In the study, a working group of 425 teachers for the development of the Teacher Behavior Envelopment (EDDÖDE) which supports critical thinking, and for its implementation in Turkey will represent the target universe of 96,966 people who work in the fields of science and technology, class, social information, Turkish and mathematics. To determine the structural validity of each dimension in EDDÖDE, the Opening Factor Analysis has been applied; to study its reliability, the internal consistency ratio, the material-total correlation, the comparison of end groups and the test half-making techniques have been used. Imaginary statistics are calculated to determine the levels of showing teachers’ behavior to support critical thinking. The comparison of the points obtained from EDDÖDE according to some variables was made with t test for independent samples, one-way variance analysis and Kruskall Wallis H test. According to the analysis of the factor, the five dimensions of the EDDÖDE have a single-factor structure, such as "Open Ideality" (AF), "Inquiry of Information's Truth-Safety" (BDGS), "Why-Proof Search" (NKA), "Higher Level Question Question" (UDSS) and "Open Ideality" (A). The results of validity and reliability analysis have found that EDDÖDE is an acceptable and reliable measurement tool that measures the levels of teachers’ behavior to support critical thinking. The high levels of teachers showing their behavior of supporting critical thinking; however, the size they see themselves invisible, the BDGS, and the size they see sufficient, is determined to be A. In general, the findings obtained about the limited number of variations of behaviors addressed in terms of critical thinking in the study showed some significant differences.

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