Özet:

The ability to think critically, which is among the skills of the 21st century, is important to acquire the right knowledge today. The critical thinking tendency of a teacher who is interested in STEM education and develops himself in this field may also be different. In this context, 76 teachers in STEM, Arduino or Robotics education are aimed at determining whether critical thinking tendency levels differ in terms of age, professional experience and gender. In research findings, it can be said that teachers receiving STEM training generally have a tendency to critical thinking at the highest level, the scores obtained in the lowest dimensions are ranked up to the highest in the form of curiosity, analytics, open mindfulness, systematicity, self-confidence and truth search. The critical thinking trends of teachers under STEM education are studied depending on age groups; 31-35 years old groups have a higher open mindset compared to 22-30 years old groups, while in the lower dimension of curiosity, 36 years old and older groups are more curious compared to 31-35 years old and 22-30 years old groups. It can also be said as the effect of deepening in the relevant field that the critical thinking tendencies of teachers aged 36 and older are at a higher level than those younger than them. The critical thinking trends of teachers in STEM education are studied based on professional experience; 21 years and older groups have been found to be more confident in themselves than those with 11-20 years and 0-10 years of professional experience, and the group members with 21 years and older professional experience in curiosity scale have been observed to be more curious than those with 0-10 years of professional experience. When teachers who receive STEM education, critical thinking trends are studied depending on gender; the analysis and self-confidence dimensions differ and it has been shown to be in favor of men.

Anahtar Kelimeler:

Özet:

Critical thinking skills, which are among the skills of 21st century, are important in terms of acquiring the right information. A teacher who is interested in STEM education and who develops in this field may have a different tendency to think critically. In this context, 76 teachers who were trained in STEM, Arduino or Robotics; It was aimed to determine whether there is a difference in critical thinking trend levels, age, professional experience and gender.In the research findings, it can be said that the teachers who have STEM education generally have a tendency to think critically in the upper middle level, and the subscale scores are ranked as Curiosity, Analytity, Open Idea, Systematicness, Self Confidence and Rightness Search. When the teachers who take STEM education are examined according to their age groups, It can be said that the 31-35 age group has higher open mindedness than the 22-30 age group. In the subscale of curiosity, it is seen that the people aged 36 and over are more curious than the ones aged 31-35 and 22-30. In addition, it can be said that the tendency of critical thinking of teachers aged 36 and over in the subscale of curiosity is higher level than that of younger ones, and this is the effect of deepening the related field.  When the teachers who take STEM education are examined according to their professional experience; 21 years and over group, 11-20 years and 0-10 years groups have been observed to be more secure than the groups. In the subscale of curiosity, it is observed that the group of 21 years and over is more curious than the group of 0-10 years.  When the teachers who take STEM education are examined according to sex; in analytical and self-confidence subscales, men were found to be in favor of teachers.