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Araştırmada içerik temelli eleştirel düşünme öğretiminin öğrencilerin eleştirel düşünme becerilerine etkisini belirlemek amaçlanmaktadır. Bu amaç doğrultusunda araştırmada, açıklayıcı sıralı desen kullanılmıştır. Açıklayıcı sıralı desenin doğası gereği araştırmada ilk aşamada nicel, ikinci aşamada nitel araştırma yaklaşımı benimsenmiştir. Nicel verilerin toplandığı birinci aşamada model olarak ön test-son test kontrol gruplu yarı deneysel desen, nitel veriler için ise fenomenoloji deseni tercih edilmiştir. Araştırmanın nicel veri toplama sürecine Muş ili Şeker Ortaokulu 5. sınıfında eğitim gören 25’i deney grubunda, 25’i kontrol grubunda olmak üzere ölçüt örnekleme yöntemi ile belirlenmiş 50 öğrenci dâhil edilmiştir. Nitel veri toplama sürecine ise amaçlı örnekleme yöntemlerinden maksimum çeşitlilik örneklem yöntemi ile belirlenmiş 12 öğrenci dâhil edilmiştir. Araştırmada veri toplamak için “Eleştirel Düşünme Becerisi Başarı Testi” ve “Yarı Yapılandırılmış Görüşme Formu” kullanılmıştır. Araştırmanın nicel verileri parametrik testlerle analiz edilmiştir. Araştırmanın nitel verileri ise içerik analizi yolu ile çözümlenmiştir. Araştırmada içerik temelli eleştirel düşünme becerisi eğitimi öncesi 5. sınıf öğrencilerinin eleştirel düşünme becerileri ile içerik temelli eleştirel düşünme becerisi eğitimi sonrası 5. sınıf öğrencilerinin eleştirel düşünme becerileri arasında anlamlı bir farklılığın olduğu tespit edilmiştir. Belirlenen anlamlı farklılık, içerik temelli eleştirel düşünme becerisi eğitimlerinin öğrencilerin eleştirel düşünme becerileri üzerinde etkili olduğu şeklinde değerlendirilmiştir. Araştırmada içerik temelli eleştirel düşünme beceri etkinliklerinin, öğrencilerin eleştirel düşünme düzeylerine birçok yönden pozitif yönde etki sağladığı belirlenmiştir. Bunlar; karar verme, farklı düşünme yetenekleri, belirtilen olaylarda olay örgüsünü kavrama, olaylardaki neden-sonuç ilişkisini ayırt etme, keşfetme ve keşfettiklerinden yola çıkarak değerlendirmeler yapma ve sonuca ulaşma yetilerinde pozitif değişimler yaşanması olarak sıralanmıştır.
The research aims to determine the impact of the content-based critical thinking teaching on students’ critical thinking skills. For this purpose in the research, the illustrative order pattern was used. Due to the nature of the explanatory sequence pattern, the first stage of research has been adopted a qualitative research approach in the second stage. In the first phase in which Nicel data were collected, the model was preferred as the semi-experimental pattern with the pre-test-final test control group, while for the quality data the phenomenological pattern was preferred. The study’s quantitative data collection process included 25 students who were trained in the 5th grade of the Muş ili Sugar High School, 25 in the experimental group, 25 in the control group, determined by the measurement sampling method, including 50 students. The quality data collection process includes 12 students determined by the maximum variety of sampling methods from the purpose sampling method. The study used the “Critical Thinking Skills Success Test” and “Semi-Structured Conversation Form” to collect data. Quantitative data of the study were analyzed by parametric tests. The data of the research is analyzed through content analysis. The study found that there was a significant difference between the critical thinking skills of the 5th grade students prior to the training and the critical thinking skills of the 5th grade students after the training. The defined meaningful differences have been assessed in the form that content-based critical thinking skills training has an impact on students’ critical thinking skills. The research has found that content-based critical thinking skills activities have a positive impact on students’ critical thinking levels in many ways. These are classified as decision-making, different thinking abilities, understanding the arrangement of events in the specified events, distinguishing the cause-resultation relationship in events, discovering and discovering, making assessments and experiencing positive changes in the ability to reach outcomes.
In the research, it is aimed to determine the effect of content-based critical thinking teaching on students’ critical thinking skills. For this purpose, explanatory sequential design was used in the research. Due to the nature of the explanatory sequential design, a quantitative research approach was adopted in the first stage and a qualitative research approach in the second stage. In the first stage of collecting quantitative data, quasi-experimental design with pre-test-post/test control group was preferred as a model, and phenomenology design was preferred for qualitative data. In the quantitative data collection process of the research, 50 students, 25 in the experimental group and 25 in the control group, who were studying in the 5th grade of Muş Province Şeker Secondary School, were determined by criterion sampling method. In the qualitative data collection process, 12 students who were determined by the maximum diversity sampling method, one of the purposive sampling methods, were included. “Critical Thinking Achievement Test” and “Semi-Structured Interview Form” were used to collect data in the research. The quantitative data of the study were analysed with parametric tests. The qualitative data of the research were analysed by content analysis. In the research, it was determined that there is a significant difference between the critical thinking skills of the 5th grade students before content-based critical thinking skills training and the critical thinking skills of 5th grade students after content-based critical thinking skills training. The significant difference identified was evaluated as content-based critical thinking skills trainings were effective on students’ critical thinking skills. In the study, it was determined that content-based critical thinking skills activities had a positive effect on students’ critical thinking levels in many ways. These are listed as experiencing positive changes in their ability to make decisions, to think differently, to comprehend the plot of the events, to distinguish the cause-effect relationship in the events, to discover and make evaluations based on what they have discovered, and to reach the result.
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Dergi Türü : Uluslararası
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