The
main objective of this study is to analyze the relation between prospective
classroom teachers’ critical thinking standards and their attitudes towards
democracy. The research was carried out with prospective teachers who are from
the 1st, 2nd, 3rd and 4th grades
and who study at the Department of Elementary Teaching at Cukurova University.
The study used random sampling method. The research group holds a total of 326
prospective teachers. The study deployed two data collection tools.
"Attitude Scale for Democracy" and "Critical Thinking Standards
Scale". Pearson product-moment correlation and multivariate variance
analysis were used during the data analysis. Research results have demonstrated
a positive and medium level of significant relationship between prospective
teachers' critical thinking standards and their attitudes towards democracy.
The dimensions of critical thinking standards such as depth-breadth-sufficiency,
precision-accuracy and significance-relevance-clarity dimensions were found to
have a significant relationship with the attitude towards democracy and three
variables account for about 38% of the attitude towards democracy.
Subjects | Studies on Education |
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Journal Section | Article |
Authors | |
Publication Date | October 15, 2017 |
Submission Date | March 3, 2017 |
Published in Issue | Year 2017 Volume: 46 Issue: 2 |
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