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Eleştirel Düşünmeyi Temel Alan Mesleki Gelişim Programına Yönelik Fen Bilgisi Öğretmenlerinin Görüşleri

Year 2022, Volume: 22 Issue: 3, 1061 - 1175, 30.09.2022
https://doi.org/10.17240/aibuefd.2022..-1113400

Abstract

Bu araştırmada; eleştirel düşünmeyi temel alan bir mesleki gelişim programına katılan fen bilimleri öğretmenlerinin eleştirel düşünme ve eğitim sürecine yönelik düşüncelerinin belirlenmesi amaçlanmıştır. Bu amaç doğrultusunda çalışma nitel araştırma yöntemlerinden fenomenolojik desenle yürütülmüştür. Çalışmaya toplam dört fen bilimleri öğretmeni katılmıştır. Öğretmenlere eleştirel düşünmeyi temel alan bir mesleki gelişim programı kapsamında eğitimler verilmiştir. Eğitim 8 hafta ve 24 ders saati sürmüştür. Araştırmada veri toplama aracı olarak yarı yapılandırılmış görüşme soruları kullanılmıştır. Elde edilen nitel verilere içerik analizi uygulanmıştır. Analizler sonucunda öğretmenlerin eleştirel düşünmeyi sorgulama, kanıt kullanma, bilgiyi farklı durumlara aktarma çerçevesinde tanımladıkları görülmüştür. Öğretmenler eleştirel düşünen bireyin sorguladığını, kanıt aradığını veya kullandığını, şüpheci olduğunu belirtmişlerdir. Ayrıca öğretmenler katıldıkları eğitimden memnun olduklarını ve sürecine kendilerinin çok yönlü gelişimlerine katkı sağladığını belirtmişlerdir.

References

  • Ab Kadir, M. (2017). What teacher knowledge matters in effectively developing critical thinkers in the 21 st century curriculum? Thinking Skills and Creativity, 23, 79-90. https://doi.org/10.1016/j.tsc.2016.10.011.
  • Avidov-Ungar, O. (2016). Model of professional development: teachers’ perceptions of their professional development. Teachers and Teaching, 22(6), 653-669. https://doi.org/10.1080/13540602.2016.1158955.
  • Beyer, B. (1985). Critical thinking: What is it? Social Education, 49(4), 270-276.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa.
  • Christensen, L., Johnson, R., & Turner, L. (2014). Research methods, design, and analysis. Boston: Pearson Education Inc.
  • Cottrell, S. (2005). Critical thinking skills: Developing effective analysis and argument. China: Palgrave MacMillan.
  • Creswell, J., & Poth, C. (2018). Qualitative inquiry research design: Choosing among five approaches (Fourth Edition). Sage Publications.
  • Darling-Hammond, L. (2014). Strengthening clinical preparation: The holy grail of teacher education. Peabody Journal of Education, 89(4), 547-561. https://doi.org/10.1080/0161956X.2014.939009.
  • Darling-Hammond, L., & McLaughlin, M. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-604.
  • Facione, P. (1990). Crtical thinking:A statement of expert conseunsus for purposes of educational assessment and instruction. Millbrae: CA: The California Academic Press.
  • Feltins, A., & Che, X. (2012). Being a critical thinker: Critical thinking skills and practice in urbanism. Research and Design Methodology for Urbanism, 37-44.
  • Kestel, M., & Şahin, M. (2018). Eğitimde eleştirel düşünme. Eğitim ve Öğretim Araştırmaları Dergisi, 7(3), 40-49.
  • Lin, Y. (2018). Developing critical thinking in EFL classes: An infusion approach. Springer.
  • Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Sage Publications.
  • Mertens, D. (2015). Research and evaluation in education and psychology (Fourth Edition). Sage Publications.
  • Milli Eğitim Bakanlığı. (2005). İlköğretim fen ve teknoloji dersi (4 ve 5. sınıflar) öğretim programı. Ankara: Talim ve Terbiye Kurulu Başkanlığı.
  • Milli Eğitim Bakanlığı. (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi öğretim programı. Ankara: Talim Terbiye Kurulu Başkanlığı.
  • Milli Eğitim Bakanlığı. (2018). Fen bilimleri dersi öğretim programı (İlkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara: Talim ve Terbiye Kurulu Başkanlığı.
  • National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. The National Academies Press.
  • OECD. (2018). PISA 2015 Results in Focus. OECD Publishing.
  • Patton, M. Q. (2002). Two decades of developments in qualitative inquiry: A personal, experiential perspective. Qualitative social work, 1(3), 261-283.
  • Schleicher, A. (2012). Preparing teachers and developing school leaders for the 21st century: Lessons from around the world. OECD Publishing.
  • Scriven, M., & Paul, R. (2007, Şubat 18). Defining critical thinking. https://www.criticalthinking.org/pages/defining-critical-thinking/766 adresinden alındı.
  • Tsui, L. (1999). Courses and instruction affecting critical thinking. Research in Higher Education, 40, 185-200. https://doi.org/10.1023/A:1018734630124.
  • WEF. (2018). The future of jobs report. Switzerland: World Economic Forum.
  • Wertz, F. J. (2005). Phenomenological research methods for counseling psychology. Journal of Counseling Psychology, 52(2), 167–177. https://doi.org/10.1037/0022-0167.52.2.167.

Views of Science Teachers on the Professional Development Program Based on Critical Thinking

Year 2022, Volume: 22 Issue: 3, 1061 - 1175, 30.09.2022
https://doi.org/10.17240/aibuefd.2022..-1113400

Abstract

In this study, it was aimed to determine the thoughts of science teachers who participated in a professional development program based on critical thinking about the critical thinking and educational process. The study was carried out with a phenomenological design, one of the qualitative research methods. A total of four science teachers participated in the study. Teachers were given training within the scope of a professional development program based on critical thinking. The training lasted 8 weeks and 24 lesson hours. Semi-structured interview questions were used as data collection tool in the research. Content analysis was applied to the qualitative data obtained. As a result of the analyzes, it was seen that the teachers defined critical thinking within the framework of questioning, using evidence, and transferring knowledge to different situations. Teachers stated that the critical thinker questions, seeks or uses evidence, and is skeptical. In addition, the teachers stated that they were satisfied with the training they attended and contributed to their multi-faceted development in the process.

References

  • Ab Kadir, M. (2017). What teacher knowledge matters in effectively developing critical thinkers in the 21 st century curriculum? Thinking Skills and Creativity, 23, 79-90. https://doi.org/10.1016/j.tsc.2016.10.011.
  • Avidov-Ungar, O. (2016). Model of professional development: teachers’ perceptions of their professional development. Teachers and Teaching, 22(6), 653-669. https://doi.org/10.1080/13540602.2016.1158955.
  • Beyer, B. (1985). Critical thinking: What is it? Social Education, 49(4), 270-276.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa.
  • Christensen, L., Johnson, R., & Turner, L. (2014). Research methods, design, and analysis. Boston: Pearson Education Inc.
  • Cottrell, S. (2005). Critical thinking skills: Developing effective analysis and argument. China: Palgrave MacMillan.
  • Creswell, J., & Poth, C. (2018). Qualitative inquiry research design: Choosing among five approaches (Fourth Edition). Sage Publications.
  • Darling-Hammond, L. (2014). Strengthening clinical preparation: The holy grail of teacher education. Peabody Journal of Education, 89(4), 547-561. https://doi.org/10.1080/0161956X.2014.939009.
  • Darling-Hammond, L., & McLaughlin, M. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597-604.
  • Facione, P. (1990). Crtical thinking:A statement of expert conseunsus for purposes of educational assessment and instruction. Millbrae: CA: The California Academic Press.
  • Feltins, A., & Che, X. (2012). Being a critical thinker: Critical thinking skills and practice in urbanism. Research and Design Methodology for Urbanism, 37-44.
  • Kestel, M., & Şahin, M. (2018). Eğitimde eleştirel düşünme. Eğitim ve Öğretim Araştırmaları Dergisi, 7(3), 40-49.
  • Lin, Y. (2018). Developing critical thinking in EFL classes: An infusion approach. Springer.
  • Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Sage Publications.
  • Mertens, D. (2015). Research and evaluation in education and psychology (Fourth Edition). Sage Publications.
  • Milli Eğitim Bakanlığı. (2005). İlköğretim fen ve teknoloji dersi (4 ve 5. sınıflar) öğretim programı. Ankara: Talim ve Terbiye Kurulu Başkanlığı.
  • Milli Eğitim Bakanlığı. (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi öğretim programı. Ankara: Talim Terbiye Kurulu Başkanlığı.
  • Milli Eğitim Bakanlığı. (2018). Fen bilimleri dersi öğretim programı (İlkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara: Talim ve Terbiye Kurulu Başkanlığı.
  • National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. The National Academies Press.
  • OECD. (2018). PISA 2015 Results in Focus. OECD Publishing.
  • Patton, M. Q. (2002). Two decades of developments in qualitative inquiry: A personal, experiential perspective. Qualitative social work, 1(3), 261-283.
  • Schleicher, A. (2012). Preparing teachers and developing school leaders for the 21st century: Lessons from around the world. OECD Publishing.
  • Scriven, M., & Paul, R. (2007, Şubat 18). Defining critical thinking. https://www.criticalthinking.org/pages/defining-critical-thinking/766 adresinden alındı.
  • Tsui, L. (1999). Courses and instruction affecting critical thinking. Research in Higher Education, 40, 185-200. https://doi.org/10.1023/A:1018734630124.
  • WEF. (2018). The future of jobs report. Switzerland: World Economic Forum.
  • Wertz, F. J. (2005). Phenomenological research methods for counseling psychology. Journal of Counseling Psychology, 52(2), 167–177. https://doi.org/10.1037/0022-0167.52.2.167.
There are 26 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

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

Esra Kabataş Memiş 0000-0002-8272-0516

Publication Date September 30, 2022
Submission Date May 6, 2022
Published in Issue Year 2022 Volume: 22 Issue: 3

Cite

APA Çakan Akkaş, B. N., & Kabataş Memiş, E. (2022). Eleştirel Düşünmeyi Temel Alan Mesleki Gelişim Programına Yönelik Fen Bilgisi Öğretmenlerinin Görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 22(3), 1061-1175. https://doi.org/10.17240/aibuefd.2022..-1113400