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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

Yıl 2022, Cilt: 13 Sayı: 1, 203 - 219, 28.02.2022

Adem Yılmaz , Muhammed Salman

https://doi.org/10.19160/e-ijer.1054393
Cited By: 3

Öz

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.

Anahtar Kelimeler

Critical Thinking Disposition Socioscientific Issues Relational Survey Regression Model

Kaynakça

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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

Yıl 2022, Cilt: 13 Sayı: 1, 203 - 219, 28.02.2022

Adem Yılmaz , Muhammed Salman

https://doi.org/10.19160/e-ijer.1054393
Cited By: 3

Öz

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.

Anahtar Kelimeler

Eleştirel Düşünme Eğilimi Sosyobilimsel Konular İlişkisel Tarama Regresyon Modeli

Kaynakça

  • Abraham, A. (2016). Gender and creativity: An overview of psychological and neuroscientific literature. Brain Imaging and Behavior, 10(2), 609-618. https://doi.org/10.1007/s11682-015-9410-8
  • Ageitos, N., & Puig, B. (2021). Critical thinking to decide what to believe and what to do regarding vaccination in schools. A case study with primary pre-service teachers. Critical Thinking in Biology and Environmental Education. Facing Challenges in a Post-Truth World.
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  • Kienhues, D., Jucks, R., & Bromme, R. (2020). Sealing the gateways for post-truthism: Reestablishing the epistemic authority of science. Educational Psychologist, 55(3), 144-154. https://doi.org/10.1080/00461520.2020.1784012
  • Kolstø, S. D. (2001). Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues. Science education, 85(3), 291-310. https://doi.org/10.1002/sce.1011
  • Lee, H., Abd‐El‐Khalick, F., & Choi, K. (2006). Korean science teachers’ perceptions of the introduction of socio‐scientific issues into the science curriculum. Canadian Journal of Math, Science & Technology Education, 6(2), 97-117. https://doi.org/10.1080/ 14926150609556691
  • Levinson, R. (2006). Towards a theoretical framework for teaching controversial socio‐scientific issues. International Journal of Science Education, 28(10), 1201-1224. https://doi.org/10.1080/09500690600560753
  • Levrini, O., Tasquier, G., Barelli, E., Laherto, A., Palmgren, E., Branchetti, L., & Wilson, C. (2020). Recognition and operationalization of future‐scaffolding skills: Results from an empirical study of a teaching–learning module on climate change and futures thinking. Science Education, 105(2), 281-308. https://doi.org/10.1002/sce.21612
  • McPeck, J.E. (2016). Teaching critical thinking: Dialogue and dialectic (E-Book). Routledge. https://doi.org/10.4324/9781315526492
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  • Nonis, S. A., & Hudson, G. I. (2019). Developing and assessing critical thinking skills in marketing students: The power of making explicit problem-solving processes. Journal of Education for Business, 94(3), 195-203. https://doi.org/10.1080/08832323.2018. 1504737
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  • Ozgenel, M., & Cetin, M. (2018). Development of the Marmara critical thinking dispositions scale: Validity and reliability analysis. International Journal of Eurasia Social Sciences, 9(32), 991-1015. http://www.ijoess.com/Makaleler/77393914_5.%20991-1015%20 mustafa%20%c3%b6zgenel.pdf
  • Paul, R. (1990). Critical thinking: What every person needs to survive in a rapidly changing world. https://www.amazon.com/ Critical-Thinking-Survive-RapidlyChanging/dp/094 4583075
  • Pitpiorntapin, S., & Topçu, M. S. (2016). Teaching based on socioscientific issues in science classrooms: A review study. KKU International Journal of Humanities and Social Sciences, 6(1), 119-136. http://www.resjournal.kku.ac.th/social/PDF/6_1_7.pdf
  • Pratiwi, Y. N., Rahayu, S., & Fajaroh, F. (2016). Socioscientific issues (SSI) in reaction rates topic and its effect on the critical thinking skills of high school students. Jurnal Pendidikan IPA Indonesia, 5(2), 164-170. https://journal.unnes.ac.id/nju/index.php/ jpii/article/download/7676/5447
  • Puig, B., Blanco-Anaya, P., & Pérez-Maceira, J. J. (2021). “Fake news” or Real Science? Critical thinking to assess information on COVID-19. Frontiers in Education, 6, 92. https://doi.org/10.3389/feduc.2021.646909
  • Ren, X., Tong, Y., Peng, P., & Wang, T. (2020). Critical thinking predicts academic performance beyond general cognitive ability: Evidence from adults and children. Intelligence, 82, 1-10. https://doi.org/10.1016/j.intell.2020.101487
  • Sadler, T. D., Chambers, F. W., & Zeidler, D. L. (2002). Investigating the crossroads of socioscientific issues, the nature of science, and critical thinking. Paper presented to the National Association for Research in Science Teaching, New Orleans, LA. https://files.eric.ed.gov/fulltext/ED466401.pdf
  • Sadler, T. D., & Zeidler, D. L. (2005). The significance of content knowledge for informal reasoning regarding socioscientific issues: Applying genetics knowledge to genetic engineering issues. Science education, 89(1), 71-93. https://doi.org/10.1002/sce.20023
  • Sadler, T. D., Romine, W. L., & Topçu, M. S. (2016). Learning science content through socio-scientific issues-based instruction: A multilevel assessment study. International Journal of Science Education, 38(10), 1622-1635. https://doi.org/10.1080/09500693.2016. 1204481
  • Salali, G. D., & Uysal, M. S. (2020). COVID-19 vaccine hesitancy is associated with beliefs on the origin of the novel coronavirus in the UK and Turkey. Psychological medicine, 1-3. https://doi.org/10.1017/S0033291720004067
  • Salman, M., & Yılmaz, A. (2021). The relationship between the attitude towards socioscientific issues and views on COVID-19 and vaccine. International Journal of Psychology and Educational Studies, 8(Special Issue), 83-98. https://dx.doi.org/10.52380/ijpes.2021.8.4.667
  • Shin, K. R., Lee, J. H., Ha, J. Y., & Kim, K. H. (2006). Critical thinking dispositions in baccalaureate nursing students. Journal of Advanced Nursing, 56(2), 182-189. https://doi.org10.1111/j.1365-2648.2006.03995.x
  • Sinatra, G. M., & Lombardi, D. (2020). Evaluating sources of scientific evidence and claims in the post-truth era may require reappraising plausibility judgments. Educational Psychologist, 55(3), 120–131. https://doi.org/10.1080/00461520.2020.1730181
  • Sjöström, J., & Eilks, I. (2018). Reconsidering different visions of scientific literacy and science education based on the concept of Bildung. Dori, Y. J., Mevarech, Z. R., Baker, D. R. (Eds.). In Cognition, metacognition, and culture in STEM education (pp. 65-88). Springer, Cham. https://doi.org/10.1007/978-3-319-66659-4
  • Tal, T., & Kedmi, Y. (2006). Teaching socioscientific issues: Classroom culture and students’ performances. Cultural Studies of Science Education, 1(4), 615-644. https://doi.org/10.1007/s11422-006-9026-9
  • Topçu, M. S. (2010). Development of attitudes towards socioscientific issues scale for undergraduate students. Evaluation & Research in Education, 23(1), 51-67. https://doi.org/10.1080/09500791003628187
  • Topçu, M. S. (2019). Sosyobilimsel konular ve öğretimi (Socioscientific issues and teaching). Pegem Akademi. https://www.pegem.net/dosyalar/dokuman/2562021141149sosyobil imsel.pdf
  • Torres, N., & Solbes, J. (2016). Contributions of intervention teaching using socioscientific issues to develop critical thinking. Enseñanza de las Ciencias, 34(2), 43-65. https://doi.org/10.5565/rev/ensciencias.1638
  • Tyrrell, D., & Calinger, M. (2020). Breaking the COVID-19 Ice: Integrating socioscientific issues into problem-based learning lessons in middle school. In Proceedings of EdMedia + Innovate Learning (pp. 120-125). Online, The Netherlands: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/ primary/p/217293/.
  • Tsui, L. (1999). Courses and instruction affecting critical thinking. Research in Higher Education, 40(2), 185-200. https://doi.org/10.1023/A:1018734630124
  • Wang, H. H., Chen, H. T., Lin, H. S., Huang, Y. N., & Hong, Z. R. (2017). Longitudinal study of a cooperation-driven, socio-scientific issue intervention on promoting students’ critical thinking and self-regulation in learning science. International Journal of Science Education, 39(15), 2002-2026.
  • Williams, R. L., Oliver, R., & Stockdale, S. (2004). Psychological versus generic critical thinking as predictors and outcome measures in a large undergraduate human development course. The Journal of General Education, 53(1), 37-58. https://www.jstor.org/stable/27797975?seq=1#metadata_info_tab_contents
  • Wilson, J. A. (2018). Reducing pseudoscientific and paranormal beliefs in university students through a course in science and critical thinking. Science & Education, 27(1), 183-210. https://doi.org/10.1007/s11191-018-9956-0
  • Wineburg, S., & McGrew, S. (2017). Lateral reading: Reading less and learning more when evaluating digital information. Teachers College Record. https://purl.stanford.edu/ yk133ht8603
  • Yacoubian, H. A. (2015). A framework for guiding future citizens to think critically about nature of science and socioscientific issues. Canadian Journal of Science, Mathematics and Technology Education, 15(3), 248-260. https://doi.org/10.1080/14926156.2015. 1051671
  • Yacoubian, H. A., & Khishfe, R. (2018). Argumentation, critical thinking, nature of science and socioscientific issues: a dialogue between two researchers. International Journal of Science Education, 40(7), 796-807. https://doi.org/10.1080/09500693.2018.1449986
  • Yahaya, J. M., Zain, A.N.M., & Karpudewan, M. (2015). The effects of socio-scientific instruction on pre-service teachers’ sense of efficacy for learning and teaching controversial family health issues. International Journal of Science and Mathematics Education, 13(2), 467-491. https://doi.org/10.1007/s10763-014-9537-x
  • Yang, S. C., & Chung, T. Y. (2009). Experimental study of teaching critical thinking in civic education in Taiwanese junior high school. British Journal of Educational Psychology, 79(1), 29-55. http://dx.doi.org/10.1348/000709907X238771
  • Zeidler, D. L., Lederman, N. G., & Taylor, S. C. (1992). Fallacies and Student Discourse: Conceptualizing the Role of Critical Thinking in Science Education. Science Education, 76(4), 437-450. https://doi.org/10.1002/sce.3730760407
  • Zeidler, D. L., & Nichols, B. H. (2009). Socioscientific issues: Theory and practice. Journal of Elementary Science Education, 21(2), 44-58. https://doi.org/10.1007/BF03173684
Toplam 77 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Sayı Makaleleri
Yazarlar

Adem Yılmaz 0000-0002-1424-8934

Muhammed Salman 0000-0003-2144-4842

Yayımlanma Tarihi 28 Şubat 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 13 Sayı: 1

Kaynak Göster

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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