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Bu araştırmada, ilköğretim matematik öğretmeni adaylarının, Facione (1990) tarafından belirlenen eleştirel düşünme becerilerinin gelişimine katkı sağlayabilmek için tasarlanan teknoloji destekli öğretim modeli uygulamaları ile ilgili görüşleri incelenmiştir. Araştırma, 2019-2020 eğitim-öğretim yılı güz döneminde, Marmara Bölgesindeki bir devlet üniversitesinin Eğitim Fakültesi İlköğretim Matematik Öğretmenliği 4. sınıf öğrencileriyle gerçekleştirilmiştir. Araştırmada nitel araştırma yöntemlerinden durum çalışması deseni kullanılmıştır. Veri toplama aracı olarak toplam beş sorunun yer aldığı yarı yapılandırılmış görüşme formu kullanılmıştır. Görüşmeler uygulama sürecine katılmış 14 öğretmen adayı ile gerçekleştirilmiştir. Elde edilen veriler betimsel analiz tekniği ile incelenmiştir. Analiz sonucunda tasarlanan öğretim modeli uygulamalarının etkisi, öğretmen adaylarının görüşlerinden yola çıkarak beş tema altında sunulmuştur. Bu temalar, (1) derslerde uygulanan yöntem, (2) derslerin içeriği, (3) GeoGebra kullanımının ders ortamına etkisi, (4) ders planlarının etkinliği ve (5) derslerin eleştirel düşünme becerilerine etkisi şeklindedir. Temalar, olumlu ve olumsuz iki kategori olacak şekilde 40 koddan oluşmuştur. Temalarda en sık ifade edilen kodlardan araştırmanın sonuçları elde edilmiştir. Araştırmanın sonucunda, tasarlanan öğretim modeli uygulamalarının Facione’nin belirlediği eleştirel düşünme alt becerileri ile uyumlu olduğu tespit edilmiştir. Ayrıca, öğretmen adaylarının, tasarlanan modülün eleştirel düşünme farkındalığının oluşmasına katkı sağladığı yönünde görüş bildirdikleri sonucuna ulaşılmıştır.
This study examined the views of primary mathematics teacher candidates on the technology-backed teaching model practices designed to contribute to the development of critical thinking skills identified by Facione (1990). The research was carried out in the 2019-2020 educational-educational year, with students of the 4th grade of Primary Mathematics Teaching School of Education at a state university in the Marmara region. Research methods have been used in quality research methods and have been designed as a state study. As a data collection tool, a semi-configured conversation form has been used with a total of 5 issues. The meetings were conducted with 14 teachers who participated in the application process. The data obtained from the application of the semi-configured conversation form was studied using the visual analysis technique. The analysis resulted in the opinions of the teaching candidates, the findings on the course practices where the development of the critical thinking subcompetences determined by Facione (1990) involves GeoGebra-applicated activities, (1) the method applied in the courses, (2) the content of the courses, (3) the impact of the use of GeoGebra on the course environment, (4) the effectiveness of the course plans and (5) the impact of the courses on the development of the critical thinking skills. These findings are collected under 5 topics. Themes are made up of 40 codes in two categories, positive and negative. The results of the research were obtained from the codes most frequently expressed in the topics. The results from semi-structured discussions have shown that the designed teaching model practices are compatible with the critical thinking subcompetences determined by Facione, and that it contributes to the formation of critical thinking awareness in the teacher candidates.
In this study, the opinions of pre-service mathematics teachers about technology-supported teaching applications designed to develop critical thinking skills determined by Facione (1990) were examined. It was designed as a qualitative case study carried out with 4th grade students of the Faculty of Education, Primary Mathematics Education of a state university in the Marmara Region in the fall semester of the 2019-2020 academic year. A semi-structured interview form with five questions was used as a data collection tool. The interviews were conducted with 14 candidates participating in the implementation process. The data from the interview form were analyzed using the descriptive analysis. As a result, some findings including GeoGebra applied activities were obtained from the opinions of the candidates. These are related to the lesson practices that Facione determined to develop critical thinking sub-skills: (1) the method applied in the lessons, (2) the content of the lessons, (3) the effect of GeoGebra on the lesson environment, (4) effectiveness of lesson plans and (5) the effect of the lessons on the development of critical thinking skills. These findings are collected under five themes consisting of 40 codes, two categories, positive and negative. The results were obtained from the codes expressed most frequently in the themes. Consequently, it was seen that they stated that the designed teaching model applications were compatible with the critical thinking sub-skills determined by Facione and contributed to the formation of critical thinking awareness in pre-service teachers.
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