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Investigation of the Relationship Between Pre-service Teachers' Critical Thinking Dispositions and Attitudes Towards Socioscientific Issues / Öğretmen Adaylarının Eleştirel Düşünme Eğilimleri ile Sosyobilimsel Konulara Yönelik Tutumları Arasındaki İlişkinin İncelenmesi

Year 2022, Volume: 13 Issue: 1, 203 - 219, 28.02.2022

Adem Yılmaz Muhammed Salman

https://doi.org/10.19160/e-ijer.1054393
Cited By: 1

Abstract

In this study, the relationship between pre-service teachers' critical thinking dispositions and their attitudes towards socioscientific issues was examined. Relational survey method, which is one of the quantitative research approaches, was used in the research process. 813 pre-service teachers from science, mathematics, preschool, psychological counseling and guidance, social sciences, classroom teaching, and fine arts departments studying at education faculties in state universities in the Black Sea Region of Turkey participated in the research. Critical thinking disposition and attitude scales were used as data collection tools in the research. The findings were examined by considering the variables of gender, class level, knowledge about socioscientific issues and the department of education. In the analysis of the data obtained, the results for each scale were first divided into groups as low, medium and high scores. Variables with two categories were analyzed using the independent samples t-test, and variables with more than two categories were analyzed using the ANOVA test. Then, multiple linear regression analyses were performed. Hayes's (2018) regression model number 1 was used to confirm the research results and to support it with advanced statistics. As a result of the research, it was determined that the pre-service teachers with low and medium critical thinking dispositions also had low attitudes towards socioscientific issues and sub-variables did not make a significant difference. At this point, some suggestions can be made to pre-service teachers with a low and medium level of critical thinking disposition. It can be ensured that they participate in project activities on socioscientific issues during the training process. It can be ensured that courses within the scope of critical and analytical thinking are taken. It has also been determined that the pre-service teachers with high critical thinking disposition have high attitudes towards socioscientific issues, and there is a significant difference in terms of the variables of the department, grade level and having knowledge about socioscientific issues.

Keywords

Critical Thinking Disposition Socioscientific Issues Relational Survey Regression Model

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Öğretmen Adaylarının Eleştirel Düşünme Eğilimleri ile Sosyobilimsel Konulara Yönelik Tutumları Arasındaki İlişkinin İncelenmesi / Investigation of the Relationship Between Pre-service Teachers' Critical Thinking Dispositions and Attitudes Towards Socioscientific Issues

Year 2022, Volume: 13 Issue: 1, 203 - 219, 28.02.2022

Adem Yılmaz Muhammed Salman

https://doi.org/10.19160/e-ijer.1054393
Cited By: 1

Abstract

Bu çalışmada, öğretmen adaylarının eleştirel düşünme eğilimleri ile sosyobilimsel konulara yönelik tutumları arasındaki ilişki incelenmiştir. Araştırma sürecinde nicel araştırma yaklaşımlarından biri olan ilişkisel tarama yöntemi kullanılmıştır. Araştırmaya Türkiye'nin Karadeniz Bölgesi'ndeki devlet üniversitelerinin eğitim fakültelerinde öğrenim görmekte olan fen bilgisi, matematik, okul öncesi, psikolojik danışma ve rehberlik, sosyal bilimler, sınıf öğretmenliği ve güzel sanatlar bölümlerinden 813 öğretmen adayı katılmıştır. Araştırmada veri toplama aracı olarak eleştirel düşünme eğilimi ve tutum ölçekleri kullanılmıştır. Bulgular cinsiyet, sınıf düzeyi, sosyobilimsel konularda bilgi sahibi olma ve eğitim fakültesi bölümü değişkenleri dikkate alınarak incelenmiştir. Elde edilen verilerin analizinde her bir ölçeğe ait sonuçlar önce düşük, orta ve yüksek puanlar olarak gruplara ayrılmıştır. İki kategorili değişkenler bağımsız örnekler t testi kullanılarak, ikiden fazla kategoriye sahip değişkenler ise ANOVA testi kullanılarak analiz edilmiştir. Daha sonra çoklu doğrusal regresyon analizleri yapılmıştır. Araştırma sonuçlarını doğrulamak ve ileri istatistiklerle desteklemek için Hayes'in (2018) 1 numaralı regresyon modeli kullanılmıştır. Araştırma sonucunda düşük ve orta düzeyde eleştirel düşünme eğilimine sahip öğretmen adaylarının sosyobilimsel konulara yönelik tutumlarının da düşük olduğu ve alt değişkenlerin anlamlı bir fark yaratmadığı belirlenmiştir. Bu noktada eleştirel düşünme eğilimi düşük ve orta düzeyde olan öğretmen adaylarına bazı önerilerde bulunulabilir. Eğitim sürecinde sosyobilimsel konularda proje faaliyetlerine katılmaları sağlanabilir. Eleştirel ve analitik düşünme kapsamında derslerin alınması sağlanabilir. Eleştirel düşünme eğilimi yüksek olan öğretmen adaylarının sosyobilimsel konulara yönelik tutumlarının da yüksek olduğu görülmüştür. Ayrıca öğretmen adaylarının görüşlerinin bölüm, sınıf düzeyi ve sosyobilimsel konularda bilgi sahibi olma değişkenleri açısından anlamlı farklılık gösterdiği belirlenmiştir.

Keywords

Eleştirel Düşünme Eğilimi Sosyobilimsel Konular İlişkisel Tarama Regresyon Modeli

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Details

Primary Language English
Subjects Studies on Education
Journal Section Issue Articles
Authors

Adem Yılmaz 0000-0002-1424-8934

Muhammed Salman 0000-0003-2144-4842

Publication Date February 28, 2022
Published in Issue Year 2022Volume: 13 Issue: 1

Cite

APA Yılmaz, A., & Salman, M. (2022). Investigation of the Relationship Between Pre-service Teachers’ Critical Thinking Dispositions and Attitudes Towards Socioscientific Issues / Öğretmen Adaylarının Eleştirel Düşünme Eğilimleri ile Sosyobilimsel Konulara Yönelik Tutumları Arasındaki İlişkinin İncelenmesi. E-Uluslararası Eğitim Araştırmaları Dergisi, 13(1), 203-219. https://doi.org/10.19160/e-ijer.1054393

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Din Öğretimi Öğretmen Adaylarının Bilişsel Esneklik Düzeyleri ile Eleştirel Düşünme Eğilimlerinin İncelenmesi
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