Özet:

The purpose of this research is to determine the impact of the teaching of critical thinking based on the skills carried out with primary school fourth class students, the student’s critical thinking skills and to gather information about the students’ opinions on critical thinking. Is there a significant statistical difference between the critical thinking scale of the study group and the critical thinking scale of the control group applied to the teaching of critical thinking based on skills in the primary school fourth class in the analysis, assessment, conclusion, interpretation, description, self-regulation subdimensions of the pre-test points and the final test points? What are the views of students in the first-class fourth-class experimental group on the practice of the teaching of critical thinking skills? The objectives are set in the form. The research was conducted in a state school affiliated with the Ministry of National Education in the 2017-2018 academic year with primary school fourth-class students. Given the students' preparedness levels, the study group is determined with the targeted sampling method in the research. There are two groups of students in the study, a experimental group and a control group. The experimental group includes 25 students, and the control group includes 23 students. This research is designed in the way that the quantitative and qualitative method is used together will be a mixed study. The quantum size of the research is semi-experimental, the research model is used in the front-test-final test control group, and the qualitative size of the research is used in the semi-configured interview form. In data collection, the scale was developed by Iron (2006) to measure the critical thinking levels of students and used to measure the sub-dimensions of critical thinking. The Half-Structured Conversation Form, which was also prepared by the researcher on the adoption of student opinions on the application of the skills-based critical thinking teaching, and the "Personal Information Form" was used to determine whether there are significant differences between students in experimental and control groups in terms of the socio-demographic characteristics such as gender, parent-professional status. It creates the qualitative dimension of the research with the pre-test-final test scores obtained from the Critical Thought Scale and the answers they give to the Personal Information Form. The Cort 1 thought program applied at the latest of the study shows a statistically meaningful difference in the critical thinking skills of students, which are the subdimensions of analysis, drawings, descriptions and self-regulating skills, while no statistically meaningful difference in the subdimensions of evaluation and interpretation has been seen. It can also be said that there is a statistically meaningful difference between the critical thinking scale of the students’ final test scores and the final test scores of the experiment group.

Özet:

The aim of this research is to determine the effect of skill-based critical thinking education, carried out with fourth-grade students, on critical thinking skills of the students and to gather information about students' views on critical thinking. In line with the aim, answers to the following questions were sought: 1. Is there a statistically significant difference between the experimental group and the control group students in critical thinking analysis sub-dimension? 2. Is there a statistically significant difference between the study group and the control group students in critical thinking evaluation sub-dimension? 3. Is there a statistically significant difference between the study group and the control group students in critical thinking inference sub-dimension? 4. Is there a statistically significant difference between the study group and the control group students in critical thinking interpretation sub-dimension? 5. Is there a statistically significant difference between the study group and the control group students in critical thinking interpretation sub-dimension? 6. Is there a statistically significant difference between the study group and the control group students in critical thinking self-regulation sub-dimension? 7. What are the opinions of study group students about critical thinking teaching? The study was realized with fourth-grade students in a state school affiliated to the Ministry of National Education in the first semester of the 2017-2018 academic year. The study group was determined with purposive sampling method and there are 48 students in total, 25 students in the study group and 23 students in the control group. In this study, the convergent parallel pattern of the mixed method was used to gather information to determine the effect of skill-based critical thinking education, carried out with fourth-grade students, on critical thinking skills of the students and to gather information about students' views on critical thinking. In the collection of data, the data collection tools were collected in two groups as quantitative and qualitative data collection tools. In quantitative data collection tools, Critical Thinking Scale developed by Demir (2006) was used to measure students' critical thinking levels. There are 6 chapters in the scale aiming to measure the sub-dimensions of critical thinking. In the experimental group, the Cort 1 thinking program was used. A statistically significant difference was found in favor of the study group for Cort 1 thinking the program, in which quantitative findings of the study applied, on analysis, evaluation, inference, interpretation, explanation and self-regulation skills of the students. Based on the research results it can be said that, skill-based critical thinking skill programs can be incorporated in students' lives to help them gain the ability to think critically, and when critical thinking skills education program is applied it positively affects students' attitudes towards class and increases their expectations towards the continuation of the course. It is recommended to carry out this study with a longer application time, by making the examples in practice more suitable for students' readiness levels, and to implement them by making arrangements based on the students' daily lives, and also to conduct activities with students for group work, for the training of skill-based critical thinking that is all based on group work, before starting the implementations.

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