The Effects of Learning Activities on Eliminating Learners' In-Class Barriers to Critical Thinking

Year 2022, Volume: 11 Issue: 3, 737 - 757, 13.10.2022

Özlem Miraç Özkaya , Nuriye Semerci

https://doi.org/10.14686/buefad.1120124

Cited By: 1

Abstract

Critical thinking is a skill people need to survive and succeed in today’s world. Whereas it is considered crucial to teach critical thinking skills in every subject area in order to prepare students for the developing world, there are barriers to critical thinking which should be detected in order to be eliminated. Eliminating the barriers that hinder thinking critically can ease the development and implementation of critical thinking. The main purpose of this research is to determine the effect of learning activities based on the removal of critical thinking barriers on eliminating the English preparatory class students’ barriers to critical thinking. In this respect, a mixed model of qualitative and quantitative research was used. A questionnaire has been developed in terms of the experimental study to determine the barriers to critical thinking which can be worked on within the classroom context and alternative activities have been developed. These activities which aimed at eliminating the barriers to critical thinking have been implemented during an 11-week period to examine their effect on removing the barriers to and developing critical thinking skills of the students. Then an interview is conducted as a case study to support the quantitative method. Although the results of the quantitative study revealed no significant statistical evidence on eliminating students’ barriers to critical thinking within the 11-week period, when considered together with the qualitative analyses, the present study supports the importance of eliminating barriers to critical thinking with the support of learning activities for eliminating classroom barriers related to critical thinking.

Keywords

Critical Thinking, Barriers to Critical Thinking, Barriers to Critical Thinking Questionnaire

Öğretim Etkinliklerinin Öğrencilerin Sınıf-İçi Eleştirel Düşünme Engellerinin Kaldırılmasına Etkisi

Abstract

Eleştirel düşünme, insanların günümüz dünyasında hayatta kalmak ve başarılı olmak için ihtiyaç duyduğu bir beceridir. Bireyleri gelişen dünyaya hazırlamak için her konu alanında eleştirel düşünme becerilerinin öğretilmesi önemlidir. Dolayısıyla, bu beceriyi öğretebilmek için ilk etapta bu becerinin geliştirilmesine engel olabilecek eleştirel düşünme engellerinin belirlenmesi gerekir. Eleştirel düşünmeyi engelleyen engellerin ortadan kaldırılması, eleştirel düşünmenin geliştirilmesini ve uygulanmasını kolaylaştırabilir. Bu araştırmanın temel amacı, eleştirel düşünme engellerinin kaldırılmasına dayalı öğrenme etkinliklerinin İngilizce hazırlık sınıfı öğrencilerinin eleştirel düşünme engellerinin ortadan kaldırılmasına etkisini belirlemektir. Bu doğrultuda nitel ve nicel araştırmaları içeren karma model kullanılmıştır. Sınıf ortamında, üzerinde çalışılabilecek eleştirel düşünmenin önündeki engelleri belirlemek için deneysel çalışma açısından bir anket ve derslerde kullanılmak üzere öğretim etkinlikleri geliştirilmiştir. Eleştirel düşünmenin önündeki engelleri kaldırmayı amaçlayan bu etkinlikler, öğrencilerin eleştirel düşünme becerilerinin önündeki engelleri kaldırma ve geliştirme üzerindeki etkisini incelemek için 11 haftalık bir süre boyunca uygulanmıştır. Ardından nicel yöntemi desteklemek için vaka çalışması yapılmıştır. Nicel araştırmanın sonuçları, öğrencilerin eleştirel düşünmenin önündeki engellerin ortadan kaldırılmasına dair anlamlı bir istatistiksel kanıt ortaya koymasa da, nitel analizlerle birlikte değerlendirildiğinde, bu çalışma, eleştirel düşünme engellerini ortadan kaldırmaya ilişkin etkinlik kullanımının, eleştirel düşünmenin önündeki engelleri ortadan kaldırmaya yönelik önemini desteklemektedir.

Keywords

Eleştirel Düşünme, Eleştirel Düşünme Engelleri, Eleştirel Düşünme Engelleri Ölçeği

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