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Düşünme Becerileri Eğitiminin Eleştirel Düşünme ve Problem Çözme Becerilerine Etkisi

The Effects of Thinking Skills Education on The Critical Thinking and Problem Solving Skills of Preschool Teacher Candidates

Journal Name:

  • Pamukkale Üniversitesi Eğitim Fakültesi Dergisi

Publication Year:

  • 2010

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The aim of this study is to determine the effects ofThinking Skills Training Program on the preschool teacher candidates' critical thinking skills and perception of problem solving skills. Thinking Skills Education Program carried on the research is based on Robert Sternberg's Successful Intelligence. The model of the research is quasi-experimental design grouped by pre-test and post-test controls. The research group consisted of 101 preschool teacher candidates who were all 4th year students at Marmara University in the academic year 2006-2007. A quasi-experimental design was executed with three samples of students (N=101): treatment, comparison I and comparison II groups. As a scaling method, Watson-Glaser Critical Thinking Appraisal (YM form), Problem Solving Inventory was used. Data was collected by Watson-Glaser Critical Thinking Appraisal, Problem Solving Inventory. Evaluating the results of this study; Education group's post-test scores are greater than the pre-test scores in all dimensions of Critical Thinking Scale except the "Interpretation" dimension and in total scores. The post-test scores of education group are significantly better than both comparison groups among total scores in critical thinking. The post test scores of problem solving skills of education group are significantly less than both comparison groups.
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Abstract (Original Language): 
Araştırmanın amacı, düşünme becerileri eğitimi programının okul öncesi öğretmen adaylarının eleştirel düşünme becerisi ve problem çözme becerilerine ilişkin algılarına etkisini belirlemektir. Araştırmada uygulanan düşünme becerileri eğitimi programında, Robert J. Sternberg'in Başarılı Zekâ Kuramı temel alınmıştır. Araştırmanın modeli öntest- sontest kontrol gruplu yarı-deneysel desendir. Araştırmanın grubunu 2006-2007 güz döneminde Marmara Ünivesitesinde eğitim alan 4. sınıf 101 okul öncesi öğretmen adayı oluşturmaktadır. Araştırma grubu eğitim ve iki tane karşılaştırma grubundan oluşturulmuştur. Araştırmada ölçme aracı olarak Watson Glaser Eleştirel Akıl Yürütme Gücü Ölçeği (YM formu), Problem Çözme Envanteri kullanılmıştır. Araştırmanın sonuçlarına bakıldığında: Eğitim grubunun Eleştirel Akıl Yürütme Gücü Ölçeğinde "Yorumlama" boyutu dışında bütün boyutlar ve toplam puanda son test puanları öntest puanlarından yüksektir. Eğitim grubunun sontest puanları Eleştirel Akıl Yürütme Gücü Ölçeği toplam puanda her iki grubun sontest puanlarından anlamlı derecede yüksektir. Eğitim grubunun problem çözme envanteri sontest diğer grupların sontest puanlarına göre anlamlı derecede düşüktür.
FULL TEXT (PDF): 
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  • 1
67-82
  • Turkish

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