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Yıl 2020, Cilt: 7 Sayı: 2, 291 - 306, 30.12.2020

Elif Sönmez Büşra Nur Çakan Akkaş Esra Kabataş Memiş

https://doi.org/10.33200/ijcer.791430
Cited By: 1

Öz

Kaynakça

  • Akgun, A., & Duruk, U. (2016). The investigation of preservice science teachers' critical thinking dispositions in the context of personal and social factors. Science Education International, 27(1), 3-15.
  • Akyol, Z., Garrison, D. R., & Ozden, M. Y. (2009). Online and blended communities of inquiry: Exploring the developmental and perceptional differences. The International Review of Research in Open and Distributed Learning, 10(6), 65-83.
  • Allen, M., Berkowitz, S., Hunt, S., & Louden, A. (1999). A meta‐analysis of the impact of forensics and communication education on critical thinking. Communication Education, 48(1), 18-30.
  • Can, Ş., & Kaymakçı, G. (2015). Pre-service teacher’s critical thinking tendencies. Education Sciences, 10(2), 66-83.
  • Charness, N., Tuffiash, M., Krampe, R., Reingold, E., & Vasyukova, E. (2005). The role of deliberate practice in chess expertise. Applied Cognitive Psychology, 19(2), 151-165.
  • Common Core State Standards Initiative. (2017). Common core state standards for English language arts & literacy in history/social studies, science, and technical subjects. Washington, DC: National Governors Association Center for Best Practices and the Council of Chief State School Officers.
  • Çakırlar-Altuntaş, E., Yılmaz, M., & Turan, S. L. (2017). An investigation on critical thinking tendencies of pre-service biology teachers. Ege Journal of Education, 19(1), 34-45
  • Çevik, S. (2013). An investigation of the critical thinking dispositions of pre-service teachers at a private non-profit university. Doctoral dissertation, Bilkent University, Ankara.
  • Çınar, İ. (2009). Küreselleşme, eğitim ve gelecek[Globalization, education and the future]. Kuramsal Eğitimbilim Dergisi, 2(1).
  • Darabi, A., Liang, X., Suryavanshi, R., & Yurekli, H. (2013). Effectiveness of online discussion strategies: A meta-analysis. American Journal of Distance Education, 27(4), 228-241.
  • Davies, M. (2011). Introduction to the special issue on critical thinking in higher education. Higher Education Research & Development, 30(3), 255-260.
  • Davies, M. (2013). Critical thinking and the disciplines reconsidered. Higher Education Research & Development, 32(4), 529-544.
  • Demirci, C. (2000). Critical Thinking. Ankara: Eğitim ve Bilim, Türk Eğitim Derneği, 115, 25.
  • Deniz, E., & Kaptan, F. (2011). Öğretmen adaylarinin eleştirel düşünme beceri düzeyleri üzerine bir inceleme. Cagdas Egitim Dergisi, (389).
  • Donohue, A., van Gelder, T., Cumming, G., & Bissett, M. (2002). Reason! project studies 1999–2002. Melbourne: The University of Melbourne.
  • Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In J. B. Baron & R. J. Sternberg (Eds.), Teaching thinking skills: Theory and practice (pp. 9–26). New York: Freeman.
  • Ennis, R. (1991). Critical thinking: A streamlined conception. Teaching philosophy, 14(1), 5-24.
  • Facione, P. (1990). Critical thinking: a statement of expert consensus for purposes of educational assessment and instruction (The delphi report). Millbrae, CA: The California Academic Press; 1990.
  • Fadel, C. (2008). 21st Century Skills: How can you prepare students for the new global economy. Paris: OECD.
  • Retrieved February, 20, 2019. http://www.aacc.nche.edu/Resources/aaccprograms/ate/conf2010/Documents/NSF%20ATE%20-%2021stCS%20-%20STEM%20-%20Charles%20Fadel.pdf
  • Freeley, A.J. & Steinberg, D.L (2000). Argumentation and debate: Critical thinking for reasoned decision making. Belmont, CA: Wadsworth.
  • Grosser, M.M., & Lombard, B.J.J. (2008). The relationship between culture and the development of critical thinking abilities of prospective teachers. Teaching and Teacher Education, 24(5), 1364-1375.
  • Hand, B., & Keys, C.W. (1999). Inquiry investigation. The Science Teacher, 66(4), 27.
  • Hand, B., Shelley, M.C., Laugerman, M., Fostvedt, L., & Therrien, W. (2018). Improving critical thinking growth for disadvantaged groups within elementary school science: A randomized controlled trial using the Science Writing Heuristic approach. Science Education, 102(4), 693-710.
  • Halpern, D.F. (1998). Teaching critical thinking for transfer across domains: disposition, skills, structure training, and metacognitive monitoring. American psychologist, 53(4), 449.
  • Harrell, M. (2011). Argument diagramming and critical thinking in introductory philosophy. Higher Education Research & Development, 30(3), 371-385.
  • Hayırsever, F., & Oğuz, E. (2017). Effect of teacher candidates’ educational beliefs on their critical thinking tendencies. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 17 (2), 757-778.
  • Higher Education Council (2011). Turkey higher education qualifications framework. Last accessed November 3, 2019, http://tyyc.yok.gov.tr.
  • Ioannou, A., Demetriou, S., & Mama, M. (2014). Exploring factors influencing collaborative knowledge construction in online discussions: Student facilitation and quality of initial postings. American Journal of Distance Education, 28(3), 183-195.
  • Jang, J.Y., & Nam, J. (2013). Examining the relationship between a structured reading framework and students' critical thinking ability within an argument-based inquiry approach. Journal of The Korean Association For Science Education, 33(3), 569-580.
  • Janssen, E.M., Mainhard, T., Buisman, R.S., Verkoeijen, P.P., Heijltjes, A.E., van Peppen, L.M., & van Gog, T. (2019). Training higher education teachers’ critical thinking and attitudes towards teaching it. Contemporary Educational Psychology, 58, 310-322.
  • Keys, C.W., Hand, B., Prain, V., & Collins, S. (1999). Using the science writing heuristic as a tool for learning from laboratory investigations in secondary science. Journal of Research in Science Teaching, 36(10), 1065-1084.
  • Korkmaz, Ö. (2009). Teachers’ critical thinking level and dispositions. Journal of Kirsehir Education Faculty, 10(1), 1-13.
  • Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28(2), 16-46.
  • Kürüm, D. (2002). Critical thinking abilities of teacher trainees. (Master's thesis, Anadolu University).
  • Lee, M., Kim, H., & Kim, M. (2014). The effects of Socratic questioning on critical thinking in web-based collaborative learning. Education as Change, 18(2), 285-302.
  • McMillan, J.H. (1987). Enhancing college students' critical thinking: a review of studies. Research in Higher Education, 26(1), 3-29.
  • Ministry of National Education (MoNE) (2017). General Competencies for Teaching Profession. Retrieved December 3, 2019 from https://oygm.meb.gov.tr/www/ogretmenlik-meslegi-genel-yeterlikleri/icerik/39
  • Oh, E., & Kim, H. (2016). Understanding cognitive engagement in online discussion: Use of a scaffolded, audio-based argumentation activity. International Review of Research in Open and Distributed Learning: IRRODL, 17(5), 28-48.
  • Partnership for 21st Century Skills. (2017). Partnership for 21st century skills. Retrieved December 3, 2019 from http://www.p21.org/
  • Paul, R.W., Elder, L., & Bartell, T. (1997). California teacher preparation for instruction in critical thinking: Research findings and policy recommendations. California Commission of Teacher Credentialing, Sacramento, CA (1997)
  • Plant, E.A., Ericsson, K.A., Hill, L., & Asberg, K. (2005). Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance. Contemporary Educational Psychology, 30(1), 96-116.
  • Reimold, M., Slifstein, M., Heinz, A., Mueller-Schauenburg, W., & Bares, R. (2006). Effect of spatial smoothing on t-maps: arguments for going back from t-maps to masked contrast images. Journal of Cerebral Blood Flow & Metabolism, 26(6), 751-759.
  • Roviati, E., Widodo, A., Purwianingsih, W., & Riandi, R. (2019, February). Prospective biology teachers’ critical thinking skills in microbiology argument-based inquiry laboratory activities. In Journal of Physics: Conference Series, 1157 (2), 022108. IOP Publishing.
  • Sears, A., & Parsons, J. (1991). Towards critical thinking as an ethic. Theory & Research in Social Education, 19(1), 45-68.
  • ter Berg, T., van der Brugge, E., & Cullen, S. (2013). Teaching critical thinking with rationale. In 7th International Technology, Education and Development Conference. Toulmin, S.E. (2003). The uses of argument. Cambridge, England: Cambridge University Press.
  • Tufan, D. (2008). Critical thinking skills of prospective teachers: Foreign language education case at the Middle East Technical University. Master's thesis, Middle East Technical University, Ankara.
  • Tümkaya, S. (2011). Comparison of college science major students’ learning styles and critical thinking disposition. Journal of Kirsehir Education Faculty, 12(3), 215-234. Twardy, C. (2004). Argument maps improve critical thinking. Teaching Philosophy, 27(2), 95-116.
  • Uluçınar, U. (2012). Prediction levels of preservice teachers' critical thinking dispositions on democratic values. Master’s thesis, Osman Gazi University, Eskişehir.
  • van Gelder, T. (2001). A Reason! Able approach to critical thinking. Principal Matters: The Journal for Australasian Secondary School Leaders, May 2002: 34–36, 2001.
  • van Gelder, T., Bissett, M., & Cumming, G. (2004). Cultivating expertise in informal reasoning. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 58(2), 142.
  • van Opstal, M.T., & Daubenmire, P.L. (2015). Extending students’ practice of metacognitive regulation skills with the science writing heuristic. International Journal of Science Education, 37(7), 1089-1112.
  • Voss, J.F., & Means, M.L. (1991). Learning to reason via instruction in argumentation. Learning and Instruction, 1(4), 337-350.
  • Wagner III, J.A., Leana, C.R., Locke, E.A., & Schweiger, D. M. (1997). Cognitive and motivational frameworks in US research on participation: a meta‐analysis of primary effects. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 18(1), 49-65.
  • Yıldırım, H.İ., & Şensoy, Ö. (2017). Effects of inquiry based learning approach on creative thinking and scientific process skills. Cumhuriyet International Journal of Education, 6 (1), 34 – 46

Computer-Aided Argument Mapping for Improving Critical Thinking: Think Better! Discuss Better! Write Better!

Yıl 2020, Cilt: 7 Sayı: 2, 291 - 306, 30.12.2020

Elif Sönmez Büşra Nur Çakan Akkaş Esra Kabataş Memiş

https://doi.org/10.33200/ijcer.791430
Cited By: 1

Öz

The aim of this study is to investigate the impacts of the use of computer-aided argument maps as a tool to promote prospective teachers’ critical thinking skills and dispositions. In this regard, qualitative research method was used in the study. The data of the research were collected through semi-structured interviews. Study group consists of 30 senior prospective teachers from three different classes studying science teaching at a university in Turkey in 2017-2018 academic year. At these three classes mentioned, individual and collaborative argument maps were created in addition to the ABI (Argumentation-based inquiry) activities. The study group was formed on a volunteer basis with 10 students from each class who were selected from, their course performances into consideration. A computer software was used to create the argument maps. Data obtained from interviews were analyzed through NVIVO program. The results obtained indicated that critical thinking skill sub-dimensions such as explanation, analysis, interpretation, evaluation, Self-correction and critical thinking disposition sub-dimensions such as questioning the reliability of sources, being open and fair-minded, being respectful of differences were emphasized more in the group in which the prospective teachers performed computer-aided, individual and collaborative mapping rather than the group in which only ABI activities were performed.

Anahtar Kelimeler

Argument map Argumentation Based Inqiry Critical Thinking Skill and Disposition Argumentation

Kaynakça

  • Akgun, A., & Duruk, U. (2016). The investigation of preservice science teachers' critical thinking dispositions in the context of personal and social factors. Science Education International, 27(1), 3-15.
  • Akyol, Z., Garrison, D. R., & Ozden, M. Y. (2009). Online and blended communities of inquiry: Exploring the developmental and perceptional differences. The International Review of Research in Open and Distributed Learning, 10(6), 65-83.
  • Allen, M., Berkowitz, S., Hunt, S., & Louden, A. (1999). A meta‐analysis of the impact of forensics and communication education on critical thinking. Communication Education, 48(1), 18-30.
  • Can, Ş., & Kaymakçı, G. (2015). Pre-service teacher’s critical thinking tendencies. Education Sciences, 10(2), 66-83.
  • Charness, N., Tuffiash, M., Krampe, R., Reingold, E., & Vasyukova, E. (2005). The role of deliberate practice in chess expertise. Applied Cognitive Psychology, 19(2), 151-165.
  • Common Core State Standards Initiative. (2017). Common core state standards for English language arts & literacy in history/social studies, science, and technical subjects. Washington, DC: National Governors Association Center for Best Practices and the Council of Chief State School Officers.
  • Çakırlar-Altuntaş, E., Yılmaz, M., & Turan, S. L. (2017). An investigation on critical thinking tendencies of pre-service biology teachers. Ege Journal of Education, 19(1), 34-45
  • Çevik, S. (2013). An investigation of the critical thinking dispositions of pre-service teachers at a private non-profit university. Doctoral dissertation, Bilkent University, Ankara.
  • Çınar, İ. (2009). Küreselleşme, eğitim ve gelecek[Globalization, education and the future]. Kuramsal Eğitimbilim Dergisi, 2(1).
  • Darabi, A., Liang, X., Suryavanshi, R., & Yurekli, H. (2013). Effectiveness of online discussion strategies: A meta-analysis. American Journal of Distance Education, 27(4), 228-241.
  • Davies, M. (2011). Introduction to the special issue on critical thinking in higher education. Higher Education Research & Development, 30(3), 255-260.
  • Davies, M. (2013). Critical thinking and the disciplines reconsidered. Higher Education Research & Development, 32(4), 529-544.
  • Demirci, C. (2000). Critical Thinking. Ankara: Eğitim ve Bilim, Türk Eğitim Derneği, 115, 25.
  • Deniz, E., & Kaptan, F. (2011). Öğretmen adaylarinin eleştirel düşünme beceri düzeyleri üzerine bir inceleme. Cagdas Egitim Dergisi, (389).
  • Donohue, A., van Gelder, T., Cumming, G., & Bissett, M. (2002). Reason! project studies 1999–2002. Melbourne: The University of Melbourne.
  • Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In J. B. Baron & R. J. Sternberg (Eds.), Teaching thinking skills: Theory and practice (pp. 9–26). New York: Freeman.
  • Ennis, R. (1991). Critical thinking: A streamlined conception. Teaching philosophy, 14(1), 5-24.
  • Facione, P. (1990). Critical thinking: a statement of expert consensus for purposes of educational assessment and instruction (The delphi report). Millbrae, CA: The California Academic Press; 1990.
  • Fadel, C. (2008). 21st Century Skills: How can you prepare students for the new global economy. Paris: OECD.
  • Retrieved February, 20, 2019. http://www.aacc.nche.edu/Resources/aaccprograms/ate/conf2010/Documents/NSF%20ATE%20-%2021stCS%20-%20STEM%20-%20Charles%20Fadel.pdf
  • Freeley, A.J. & Steinberg, D.L (2000). Argumentation and debate: Critical thinking for reasoned decision making. Belmont, CA: Wadsworth.
  • Grosser, M.M., & Lombard, B.J.J. (2008). The relationship between culture and the development of critical thinking abilities of prospective teachers. Teaching and Teacher Education, 24(5), 1364-1375.
  • Hand, B., & Keys, C.W. (1999). Inquiry investigation. The Science Teacher, 66(4), 27.
  • Hand, B., Shelley, M.C., Laugerman, M., Fostvedt, L., & Therrien, W. (2018). Improving critical thinking growth for disadvantaged groups within elementary school science: A randomized controlled trial using the Science Writing Heuristic approach. Science Education, 102(4), 693-710.
  • Halpern, D.F. (1998). Teaching critical thinking for transfer across domains: disposition, skills, structure training, and metacognitive monitoring. American psychologist, 53(4), 449.
  • Harrell, M. (2011). Argument diagramming and critical thinking in introductory philosophy. Higher Education Research & Development, 30(3), 371-385.
  • Hayırsever, F., & Oğuz, E. (2017). Effect of teacher candidates’ educational beliefs on their critical thinking tendencies. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 17 (2), 757-778.
  • Higher Education Council (2011). Turkey higher education qualifications framework. Last accessed November 3, 2019, http://tyyc.yok.gov.tr.
  • Ioannou, A., Demetriou, S., & Mama, M. (2014). Exploring factors influencing collaborative knowledge construction in online discussions: Student facilitation and quality of initial postings. American Journal of Distance Education, 28(3), 183-195.
  • Jang, J.Y., & Nam, J. (2013). Examining the relationship between a structured reading framework and students' critical thinking ability within an argument-based inquiry approach. Journal of The Korean Association For Science Education, 33(3), 569-580.
  • Janssen, E.M., Mainhard, T., Buisman, R.S., Verkoeijen, P.P., Heijltjes, A.E., van Peppen, L.M., & van Gog, T. (2019). Training higher education teachers’ critical thinking and attitudes towards teaching it. Contemporary Educational Psychology, 58, 310-322.
  • Keys, C.W., Hand, B., Prain, V., & Collins, S. (1999). Using the science writing heuristic as a tool for learning from laboratory investigations in secondary science. Journal of Research in Science Teaching, 36(10), 1065-1084.
  • Korkmaz, Ö. (2009). Teachers’ critical thinking level and dispositions. Journal of Kirsehir Education Faculty, 10(1), 1-13.
  • Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28(2), 16-46.
  • Kürüm, D. (2002). Critical thinking abilities of teacher trainees. (Master's thesis, Anadolu University).
  • Lee, M., Kim, H., & Kim, M. (2014). The effects of Socratic questioning on critical thinking in web-based collaborative learning. Education as Change, 18(2), 285-302.
  • McMillan, J.H. (1987). Enhancing college students' critical thinking: a review of studies. Research in Higher Education, 26(1), 3-29.
  • Ministry of National Education (MoNE) (2017). General Competencies for Teaching Profession. Retrieved December 3, 2019 from https://oygm.meb.gov.tr/www/ogretmenlik-meslegi-genel-yeterlikleri/icerik/39
  • Oh, E., & Kim, H. (2016). Understanding cognitive engagement in online discussion: Use of a scaffolded, audio-based argumentation activity. International Review of Research in Open and Distributed Learning: IRRODL, 17(5), 28-48.
  • Partnership for 21st Century Skills. (2017). Partnership for 21st century skills. Retrieved December 3, 2019 from http://www.p21.org/
  • Paul, R.W., Elder, L., & Bartell, T. (1997). California teacher preparation for instruction in critical thinking: Research findings and policy recommendations. California Commission of Teacher Credentialing, Sacramento, CA (1997)
  • Plant, E.A., Ericsson, K.A., Hill, L., & Asberg, K. (2005). Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance. Contemporary Educational Psychology, 30(1), 96-116.
  • Reimold, M., Slifstein, M., Heinz, A., Mueller-Schauenburg, W., & Bares, R. (2006). Effect of spatial smoothing on t-maps: arguments for going back from t-maps to masked contrast images. Journal of Cerebral Blood Flow & Metabolism, 26(6), 751-759.
  • Roviati, E., Widodo, A., Purwianingsih, W., & Riandi, R. (2019, February). Prospective biology teachers’ critical thinking skills in microbiology argument-based inquiry laboratory activities. In Journal of Physics: Conference Series, 1157 (2), 022108. IOP Publishing.
  • Sears, A., & Parsons, J. (1991). Towards critical thinking as an ethic. Theory & Research in Social Education, 19(1), 45-68.
  • ter Berg, T., van der Brugge, E., & Cullen, S. (2013). Teaching critical thinking with rationale. In 7th International Technology, Education and Development Conference. Toulmin, S.E. (2003). The uses of argument. Cambridge, England: Cambridge University Press.
  • Tufan, D. (2008). Critical thinking skills of prospective teachers: Foreign language education case at the Middle East Technical University. Master's thesis, Middle East Technical University, Ankara.
  • Tümkaya, S. (2011). Comparison of college science major students’ learning styles and critical thinking disposition. Journal of Kirsehir Education Faculty, 12(3), 215-234. Twardy, C. (2004). Argument maps improve critical thinking. Teaching Philosophy, 27(2), 95-116.
  • Uluçınar, U. (2012). Prediction levels of preservice teachers' critical thinking dispositions on democratic values. Master’s thesis, Osman Gazi University, Eskişehir.
  • van Gelder, T. (2001). A Reason! Able approach to critical thinking. Principal Matters: The Journal for Australasian Secondary School Leaders, May 2002: 34–36, 2001.
  • van Gelder, T., Bissett, M., & Cumming, G. (2004). Cultivating expertise in informal reasoning. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 58(2), 142.
  • van Opstal, M.T., & Daubenmire, P.L. (2015). Extending students’ practice of metacognitive regulation skills with the science writing heuristic. International Journal of Science Education, 37(7), 1089-1112.
  • Voss, J.F., & Means, M.L. (1991). Learning to reason via instruction in argumentation. Learning and Instruction, 1(4), 337-350.
  • Wagner III, J.A., Leana, C.R., Locke, E.A., & Schweiger, D. M. (1997). Cognitive and motivational frameworks in US research on participation: a meta‐analysis of primary effects. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 18(1), 49-65.
  • Yıldırım, H.İ., & Şensoy, Ö. (2017). Effects of inquiry based learning approach on creative thinking and scientific process skills. Cumhuriyet International Journal of Education, 6 (1), 34 – 46
Toplam 55 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Articles
Yazarlar

Elif Sönmez 0000-0003-0056-7907

Büşra Nur Çakan Akkaş 0000-0001-9628-069X

Esra Kabataş Memiş 0000-0002-8272-0516

Yayımlanma Tarihi 30 Aralık 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 7 Sayı: 2

Kaynak Göster

APA Sönmez, E., Çakan Akkaş, B. N., & Kabataş Memiş, E. (2020). Computer-Aided Argument Mapping for Improving Critical Thinking: Think Better! Discuss Better! Write Better!. International Journal of Contemporary Educational Research, 7(2), 291-306. https://doi.org/10.33200/ijcer.791430

Cited By

An evaluation of academic achievements through the use of argument and concept maps embedded in argumentation based inquiry
Asia Pacific Education Review
Esra KABATAŞ MEMİŞ
https://doi.org/10.1007/s12564-021-09679-9

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IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868