Öğretmen Adaylarının Yanal, Iraksak, Bilgi İşlemsel ve Metabilişsel Düşünme Düzeylerinin Bilişsel Esneklik Düzeylerini Yordama Gücü

Abstract

Bu çalışmanın amacı, öğretmen adaylarının yanal, ıraksak, bilgi işlemsel ve metabilişsel düşünme düzeylerinin bilişsel esneklikleri üzerindeki etkisini ve öğretmen adaylarının bahsi geçen düşünme becerilerinin bilişsel esnekliklerini yordama gücünü tespit etmektir. Bu araştırma ilişkisel tarama modelinde nicel bir çalışmadır. Araştırmanın katılımcılarını Türkiye'deki bir devlet üniversitesinde öğrenim gören 330 öğretmen adayı oluşturmuştur. Veri toplama aracı olarak “Yanal Düşünme Eğilimi Ölçeği”, “Iraksak Düşünme Öz Değerlendirme Ölçeği”, “Bilgisayarca Düşünme Ölçeği”, “Metabilişsel Stratejiler Ölçeği” ve “Bilişsel Esneklik Envanteri” kullanılmıştır. Her bir ölçeğin doğrulayıcı faktör analizi AMOS 24 kullanılarak test edilmiştir. Araştırma sorularını cevaplamak amacıyla yapılan korelasyon ve çoklu doğrusal regresyon analizleri için SPSS 24 kullanılmıştır. Bulgular değişkenler arasında istatistiksel olarak orta ve düşük düzeyde anlamlı ilişkiler olduğunu göstermiştir. Ayrıca ıraksak, bilgi işlemsel, yanal ve metabilişsel düşünmenin bilişsel esnekliği önemli ölçüde yordadığı ve tüm yordayıcıların birlikte bilişsel esnekliğin %33'ünü açıkladığı ortaya çıkmıştır. Araştırma bulguları alanyazın ışığında tartışılmış ve öğretmen eğitimcilerine, program geliştirme uzmanlarına ve bilişsel esneklik ve üst düzey düşünme becerileri üzerine çalışan araştırmacılara önerilerde bulunulmuştur.

Keywords

• Üst Düzey Düşünme Becerileri
• Yanal Düşünme
• Iraksak düşünme
• Bilgi işlemsel Düşünme
• Metabilişsel Düşünme
• Bilişsel Esneklik
• Öğretmen Adayları.

Predictive Power of Lateral, Divergent, Computational and Metacognitive Thinking Levels of Pre-Service Teachers on Their Cognitive Flexibility Levels

Abstract

The aim of this study is to determine the effect of pre-service teachers’ lateral, divergent, computational, and metacognitive thinking levels on their cognitive flexibility, as well as the predictive power of these thinking skills on their cognitive flexibility. This research is a quantitative study conducted in a correlational survey model. The participants of the study consisted of 330 pre-service teachers studying at a state university in Türkiye. “Lateral Thinking Disposition Scale”, “Divergent Thinking Self-Assessment Scale”, “Computational Thinking Scales”, “Metacognitive Strategies Scale” and “Cognitive Flexibility Inventory” were used as data collection tools. AMOS 24 was utilized to examine Confirmatory Factor Analysis of each scale, and SPSS 24 was used for correlation and multiple linear regression analyses. The findings indicated moderate and low statistically significant relationships between variables. It was also revealed that divergent, computational, lateral and metacognitive thinking all predicted cognitive flexibility significantly and all the predictors together explained 33% of cognitive flexibility. The research findings were deliberated in relation to the literature and suggestions were made for teacher educators, curriculum developers and researchers studying on cognitive flexibility and higher-order thinking skills.

Keywords

• Higher-Order Thinking Skills
• Lateral Thinking
• Divergent Thinking
• Computational Thinking
• Metacognitive Thinking
• Cognitive Flexibility
• Prospective Teachers.

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