Özet:

Teaching thinking skills to students at an early age is one of the main objectives of primary school education. In primary schools, it can be said that the responsibility in this matter belongs to the primary school teachers. Primary school teachers re-evaluate their discourse and learning environments they use in the classroom. The negative results obtained in exams such as PISA and TIMMS and researchs on the subject, made it necessary to seek an answer to the question of what the deficiencies are in teaching thinking skills in classrooms. The aim of this study is to examine what happened in the learning-teaching process in classrooms in the context of gaining thinking skills at the primary school level. The case study design was adopted as a method in the study. The participants of the study carried out in one province in the North-East Anatolia region of Turkey were one class teacher working in a public primary school and 20 students. Unstructured observation and interview techniques were used to collect data. The obtained data were analyzed by following the qualitative data analysis steps and by performing content analysis on the data. After analyzing the data, five sub-themes were reached within the framework of one theme. Some of the research findings are that the classroom teacher makes behaviors and discourses that prevent students from thinking, the materials used in the transfer of the content do not encourage thinking, and the communication element that is important for thinking skills in the classroom is one dimensional. Based on the findings, it has been suggested to include examples of activities that will support thinking skills while preparing the contents and activities of the textbooks, and to give practical and long-lasting trainings to teachers about thinking education through pre-service lessons and in-service training.

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