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Birinci Sınıf Üniversite Öğrencilerinin Eleştirel Düşünme ve Yaşamboyu Öğrenme Becerileri Arasındaki İlişki

Year 2017, , 282 - 303, 28.02.2017
https://doi.org/10.14686/buefad.291775

Abstract

Üniversiteye henüz başlamış öğrencilerinin eleştirel düşünme (ED) ve
yaşamboyu öğrenmeye (YBÖ) ilişkin becerilerinin yeterli düzeyde olduğu
varsaymak, bu öğrencilerin universite eğitimini zayıf temeller üzerine inşaa
etmelerine neden olabilir. Bu durumdan hareketle, bu araştırma birinci sınıf
üniversite öğrencilerinin ED ve YBÖ’e yönelik hazır bulunuşluk düzeylerini
belirlemek üzere yürütülmüştür ve bu iki beceri arasındaki ilişkiyi
tartışmaktadır. Araştırmaya, Abu Dhabi şehrindeki bir universiteden 19 yaş
ortalamasıyla 87 öğrenci katılmıştır. Veriler daha önce diğer araştırmacılar
tarafından geliştirilmiş olan iki farklı veri toplama aracı kullanılarak
toplanmıştır.  Sonuçlar, öğrencilerin ED
puanlarının düşük, YBÖ puanlarının ise ortalamanın biraz üzerinde olduğunu
göstermiştir. Kız öğrencilerin ED ve YBÖ puanlarının erkek öğrencilerinkine
kıyasla daha yüksek olduğu belirlenmiştir. Ayrıca genel olarak ED ve YBÖ
arasında zayıf pozitif yönde bir ilişki olduğu belirlenmiştir. Ancak kız
öğrencilerin puanları arasındaki ilişki orta derecede pozitif yönde olmuştur.
Sonuçlar tartışılmakta, öğrencilerin ED ve YBÖ puanları arasındaki ilişkiyi
güçlendirici önerilerde bulunulmaktadır.

References

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Correlation between Critical Thinking and Lifelong Learning Skills of Freshman Students

Year 2017, , 282 - 303, 28.02.2017
https://doi.org/10.14686/buefad.291775

Abstract

Freshman students’ critical thinking (CT) and lifelong learning (LLL)
skills are often taken for granted. This can lead to tertiary education that is
built on a weak foundation. In this paper, results of a small-scale study
conducted to identify freshman students’ CT and LLL readiness levels and the
correlation between them are explored. Participants included 87 freshman
students with a mean age of 19 studying at a university in Abu Dhabi. Data were
collected using two instruments developed by other researchers. Results
indicate that students’ overall CT score are at the lower end, while their LLL
score are slightly above the average. Female students’ CT and LLL scores are
higher than male students’ score with differences at statistically significant
levels. Also, there is a weak positive correlation between students’ overall CT
and LLL scores. However, there is a moderate positive correlation between
female students’ scores for CT and LLL. Recommendations are made in order to
enhance students’ CT and LLL skills and strengthen the relationship between
them.

References

  • 1. Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamim, R., & Zhang, D. (2008). Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of Educational Research, 78(4), 1102–1134.
  • 2. Ahern, A., O’Connor, T. O., McRuairc, G., McNamara, M., & O’Donnell, D. (2012). Critical thinking in the university curriculum-the impact on engineering education. European Journal of Engineering Education, 37(2), 125-132.
  • 3. Alcantud-Diaz, M. (2013). Fighting the myths and misconceptions on evil stepmothers: Lifelong learning by means of digital storytelling. E-Teals: An E-Journal of Teacher Education & Applied Language Studies, 4, 1-18.
  • 4. Ayhan, S. (2006). Lifelong learning in the past and today. In F. Sayılan & A. Yıldız. (Eds). Lifelong Learning (pp. 2-23). Ankara: Educational Sciences Institute and Pegem A.
  • 5. Basharat, T., Iqbal, H. M. & Bibi, F. (2011). The Confucius philosophy and Islamic teachings of lifelong learning: Implications for professional development of teachers. Bulletin of Education and Research, 33(1), 31-46.
  • 6. Baxendell, E. (2007). Learning perseverance for the workplace and for life,
  • 7. Fieldnotes for ABLE Staff Retrieved from http://www.pema.state.pa.us/portal/server.pt/document/895406/fn07perseverance_pdf.
  • 8. Brookfield, S., (2012). Teaching for critical thinking: Tools and techniques: To help students question their assumption. Jossey-Bass and Willey, San Francisco.
  • 9. Candy, P. C. (1991). Self-direction for lifelong learning. San Francisco: Jossey-Bass.
  • 10. Celuch, K., & Slama, M. (2002). Promoting critical thinking and life-long learning: An experiment with the theory of planned behavior. Marketing Education Review, 12(2), 13-22.
  • 11. Claris, L. & Riley, D. (2012). Situation critical: critical theory and critical thinking in engineering education. Engineering Studies, 4(2), 101-120.
  • 12. Clarke, M. (2007). Language policy and language teacher education in the United Arab Emirates. TESOL Quarterly, 41(3), 583-591.
  • 13. Clore, G. & Palmer, J. (2009). Affective guidance of intelligent agents: How emotions control cognition. Cognitive Systems Research, 20, 21-30.
  • 14. Coskun, Y. D. & Demirel, M. (2012). Universite ogrencilerinin yasam boyu ogrenme egilimleri [University students’ propensities for lifelong learning], Hacettepe Universitesi Egitim Fakultesi Dergisi [Hacettepe University Education Faculty Journal], 42, 108-120.
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  • 16. Deveci, T. (2013). Promoting lifelong learning, The Asian EFL Journal Professional Teaching Articles, 7, 4-19.
  • 17. Deveci, T. (2015a). Freshman students’ emotional intelligence and team-work satisfaction levels. Journal of Higher Education, 5(1), 35-43.
  • 18. Deveci, T. (2015b). A comparative study on the lifelong learning propensities of English language learners: Nationality, gender and length of study. Learning and Teaching in Higher Education: Gulf Perspectives, 12 (1). http://the.zu.ac.ae.
  • 19. DiBenedetto, C., & Myers, B. (2016). A conceptual model for the study of student readiness in the 21st century. NACTA Journal, 60, 28-35.
  • 20. El-Din, N. G. (2001). The Islamic roots of lifelong learning culture: How to make use of them in creating an inclusive learning environment. In G. Youngs, T. Ohsaka & C. M. Anonuevo (Eds), Creative and Inclusive Strategies for Lifelong Learning: Report of International Roundtable (pp. 21-35). Hamburg, Germany: UNESCO Institute for Education.
  • 21. Engin, M. & McKeown, K. (2016): Motivation of Emirati males and females to study at higher education in the United Arab Emirates, Journal of Further and Higher Education, DOI: 10.1080/0309877X.2016.1159293
  • 22. Evans, H. P. (2014, June). The importance of cultural understanding in teaching and learning in the UAE. Paper presented at the 1st European Conference on Teaching and Learning Politics, International Relations and European Studies, Maastricht.
  • 23. Facione, P. A. (1990). Critical thinking: A statement of expert consensus- The Delphi Report. California: California Academic Press.
  • 24. Facione, P. A., Facione, N. C. & Giancarlo, C. A. F. (1998). The California critical thinking disposition inventory. California: Academic Press.
  • 25. Facione, P. A., & Gittens, C. A. (2012). Think critically. Prentice Hall PTR.
  • 26. Fahim, M., & Zaker, A. (2014). EFL learners’ creativity and critical thinking: Are they associated? Humanising Language Teaching, 16(3). Retrieved from http://www.hltmag.co.uk/jun14/mart01.htm.
  • 27. Fisher, A. (2001). Critical thinking: An introduction. Cambridge: Cambridge University Press.
  • 28. Garipagaoglu, B. C. (2013). The effect of self-efficacy on the lifelong learning tendencies of Computer Education and Instructional Technologies pre-service teachers: A case study. International Journal of Human Sciences, 10(1), 224- 236.
  • 29. Geertsen, R. (2013). Barriers to critical thinking across domains. Review of Management Innovation & Creativity, 6(20), 52-60.
  • 30. Getahun, D. d., Saroyan, A., & Aulls, M. W. (2016). Examining undergraduate students' conceptions of inquiry in terms of epistemic belief differences. Canadian Journal of Higher Education, 46(2), 181-205.
  • 31. Guo-Dong, X. (1994). Lifelong Education in China: New policies and activities. International Review of Education, 40(3/5), 271-281.
  • 32. Green, P. (2015). Teaching critical thinking for lifelong learning. In M. Davies & R. Barnett (Eds.) The Palgrave Handbook of Critical Thinking in Higher Education (pp. 107-121). New York, NY: Palgrave Macmillan.
  • 33. Hager, P. J. & Holland, S. S. (2006). Graduate attributes, learning and employability. Dordrecht: Springer.
  • 34. Hatchell, H. (1998). Girls' entry into higher secondary sciences. Gender & Education, 10(4), 375-386.
  • 35. Hewlett, A. A., & Rashid, R. (2010). The battle for female talent in emerging markets. Harvard Business Review, 101-106.
  • 36. Hickman, L. A. (2006) Socialization, social efficiency, and social control: putting pragmatism to work. In D. T. Hansen (Ed.), John Dewey and Our educational prospect: A critical engagement with Dewey’s democracy and education (pp. 67-80). Albany, NY: State University of New York Press.
  • 37. Hove, G. (2011). Developing critical thinking skills in the high school English classroom (Master’s thesis, University of Wisconsin-Stout). Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.389.4692&rep=rep1&type=pdf
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  • 40. Jarvis, P. (2007). Globalisation, lifelong learning and the learning society. New York: Routledge.
  • 41. Jiusto, S. & DiBiasio, D. (2006). Experiential learning environments: Do they prepare our students to be selfdirected, life-long learners?. Journal of Engineering Education, 95, 195-204.
  • 42. Kelly, S. & Zhang, Y. (2016). Teacher support and engagement in math and science: Evidence from the high school longitudinal study. High School Journal, 99(2), 141-165.
  • 43. Kokdemir, D. (2003). Belirsizlik durumlarında karar verme ve problem çözme (Doctoral thesis, Ankara Universitesi, Ankara).
  • 44. Larmar, S., & Lodge, J. (2014). Making sense of how I learn: Metacognitive capital and the first year university student. The International Journal of the First Year in Higher Education, 5(1), 93-105.
  • 45. Lipman, M. (2003). Thinking in education. Cambridge, UK: Cambridge University Press.
  • 46. Liu, O. L., Mao, L., Frankel, L., & Xu, J. (2016). Assessing critical thinking in higher education: the HEIghten™ approach and preliminary validity evidence. Assessment & Evaluation in Higher Education, 41(5), 677-694.
  • 47. Lewis, R. B. (1981). The philosophical roots of lifelong learning. Abstract retrieved November 1, 2016 from ERIC database, (ED213356).
  • 48. Lomax, R. G. & Moosavi, S. A. (2002). Using humor to teach statistics: Must they be orthogonal? Understanding Statistics, 1(2), 113-130.
  • 49. Madsen, S. R. & Cook, B. J. (2010). Transformative learning: UAE, women, and higher education. Journal of Global Responsibility, 1(1), 127–148.
  • 50. Mahani, S. & Molki, A. (2011). Factors influencing female Emirati students’ decision to study engineering. Global Journal of Engineering Education, 13(1), 26-31.
  • 51. Mayhew, M. J., G. C. Wolniak, and E. T. Pascarella. (2008). How Educational Practices Affect the Development of Life-Long Learning Orientations in Traditionally-Aged Undergraduate Students. Research in Higher Education 49 (4): 337-356.
  • 52. Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4): 506–522.
  • 53. Mulnix, J. W. (2012). Thinking critically about critical thinking. Educational Philosophy and Theory, 44(5), 464-479.
  • 54. Nosich, G. M. (2012). Learning to think things through: A guide to critical thinking across the curriculum. Boston: Pearson.
  • 55. Nosratinia, M., & Zaker, A. (2014). Metacognitive attributes and liberated progress: The association among second language learners’ critical thinking, creativity, and autonomy. SAGE Open, 4(3), 1-10.
  • 56. Nunn, R., Brandt, C. & Deveci, T. (2016). Project-based learning as a holistic learning framework: integrating 10 principles of critical thinking. The Asian ESP Journal Special Issue, 12(2), 9-53.
  • 57. Paul, R., & Elder, L. (2008). The miniature guide to critical thinking concepts and tools. Retrieved November 10, 2016 http://www.criticalthinking.org/files/Concepts_Tools.pdf
  • 58. Paul, R., Niewoehner, R. & Elder, L. (2006). The thinker's guide to engineering reasoning. Dhillon Beach: The Foundation for Critical Thinking.
  • 59. Price, B. D. (2016). Critical Thinking: Not all that critical. Nonpartisan Education Review/Essays, 12(2). Retrieved from http://nonpartisaneducation.org/Review/Essays/v12n2.pdf
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Details

Journal Section Articles
Authors

Tanju Deveci

Nader Ayish This is me

Publication Date February 28, 2017
Published in Issue Year 2017

Cite

APA Deveci, T., & Ayish, N. (2017). Correlation between Critical Thinking and Lifelong Learning Skills of Freshman Students. Bartın University Journal of Faculty of Education, 6(1), 282-303. https://doi.org/10.14686/buefad.291775
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