Öğretmen ve Öğretmen Adaylarının Eleştirel Düşünme Becerileri Konulu Araştırmaların Sistematik Derleme Yöntemiyle İncelenmesi

Year 2023, , 281 - 298, 30.08.2023

Uğur Demir

https://doi.org/10.47806/ijesacademic.1220883

Abstract

Bu çalışmada, öğretmen ve öğretmen adaylarının eleştirel düşünme becerileri üzerine yapılmış araştırmaların sistematik derleme yöntemiyle incelenmesi amaçlanmıştır. Çalışmada 2013-2022 yılları arasında Türkiye’de ve yurtdışında yayımlanmış 26 makale ve Türkiye’de yayınlanmış 4 yüksek lisans tezi incelemeye alınmıştır. Araştırmalar sistematik derleme yöntemine uygun olarak; yayın yılı, yayın türü, amaç, yöntem/desen, örneklem düzeyi, örneklem büyüklüğü, veri toplama araçları, veri analiz yöntemi, sonuç ve önerilerine göre temalandırılmıştır. Öğretmen ve öğretmen adaylarının eleştirel düşünme becerisi üzerine yapılan çalışmalarda pandemi öncesine kadar bir artış olduğu, pandemi ile araştırmalarda nispeten azalma olduğu görülmüştür. Araştırmalarda büyük oranda nicel desenin, veri toplama aracı olarak ise ölçek tipi veri toplama araçlarının tercih edildiği görülmüştür. Öğretmen ve öğretmen adaylarının eleştirel düşünme becerilerini ölçmek için en fazla kullanan ölçek Facione tarafından geliştirilen Kaliforniya Eleştirel Düşünme Eğilimleri Ölçeği’dir. Araştırmaların amaçları bakımın benzer olduğu ancak sonuçlar bakımında farklılaştığı görülmektedir. Sonuç olarak alanyazında, öğretmenlerin ve öğretmen adaylarının eleştirel düşünme becerileri üzerine bir uzlaşı olmadığı söylenebilir. Araştırmanın sonuçlara göre araştırmacılara ve öğretmen yetiştiren kurumlara yönelik önerilerde bulunulmuştur.

Keywords

eleştirel düşünme, düşünme becerileri, eleştirel düşünme becerisi, öğretmenlerin eleştirel düşünme becerileri, sistematik derleme

A Systematic Review of Research on Critical Thinking Skills of Teachers and Pre-service Teachers

Abstract

The aim of this study is to examine the research on the critical thinking skills of teachers and pre-service teachers using a systematic review methodology. The study includes 26 articles published in Turkey and abroad between 2013 and 2022, as well as 4 master's theses published in Turkey. The research was categorized according to the publication year, type, purpose, method/design, sample level, sample size, data collection tools, data analysis method, and conclusions/recommendations in accordance with the systematic review methodology. The study revealed an increase in research on the critical thinking skills of teachers and pre-service teachers before the pandemic, with a relatively decrease in research during the pandemic. Quantitative designs were largely preferred in the research, with scale-type data collection tools being the most frequently used. The California Critical Thinking Disposition Inventory, developed by Facione, was found to be the most commonly used scale to measure the critical thinking skills of teachers and teacher pre-services. While the objectives of the research were similar, the results differed. In conclusion, there is no consensus in the literature regarding the critical thinking skills of teachers and pre-service teachers. Based on the results of the study, recommendations were made for researchers and teacher training institutions.

Keywords

critical thinking, thinking skills, critical thinking skill, teacher's critical thinking skill, systematic review

References

• Açışlı, S. (2016). Investigation of class teacher candidates' learning styles and critical thinking dispositions. Elementary Education Online, 15(1), 273–285.
• Arslan, A. (2022). Investigation of critical thinking tendencies of primary and secondary school teachers. Journal of Muallim Rıfat Faculty of Education, 4(1), 1–21.
• Aşık, S., & Saka, A. (2019). Biology teacher’s critical thinking levels: Trabzon sample. Amasya Educational Journal, 8(2), 185–214.
• Avaroğulları, A. K., & Şaman, B. (2020). Investigation of the relationship between learning styles and critical thinking tendencies of social studies teacher candidates. Mehmet Akif Ersoy University Journal of Faculty of Education, 53, 411–434.
• Bakır, D., Toprakçı, E., & Altunay, E. (2019). The relationship between secondary schools teachers’ critical thinking skills and school health perceptions. International Journal of Society Researches, 13 (19) , 223-262.
• Batur, Z., & Özcan, H. Z. (2020). Bibliometric analysis of graduate theses written on critical thinking. International Journal of Turkish Literature Culture Education, 9(2), 834–854.
• Baydar, A. (2021). Association between critical thinking dispositions and epistemological beliefs of preservice primary teachers. International Journal of Primary Education Studies, 2(1), 77-84.
• Bulut, A., & Yoldaş, C. (2022). The relationship between the critical thinking skills of science teachers and biodiversity literacy. Manisa Celal Bayar University Journal of The Faculty of Education, 10(1), 101-114.
• Çakan Akkaş, B. N., & Kabataş Memiş, E. (2021). Analysis of the theses on critical thinking in Turkey. Trakya Journal of Education, 11(2), 684–695.
• Can, Ş., & Kaymakçı, G. (2015). Pre-service teachers’ critical thinking tendencies. NWSA-Education Sciences, 10(2), 66–83.
• Çatalbaş, G., & Sarıtaş, E. (2022). The impact of the implementation of a skill-based thinking program on the critical thinking skills and dispositions of pre-service primary school teachers. Pamukkale University Journal of Education, 54, 328–356.
• Çolak, İ., Yorulmaz, Y. İ., & Altınkurt, Y. (2022). The mediating role of teachers’ critical thinking dispositions in the relationship between their organisational power distance perceptions and autonomy behaviors. E-International Journal of Educational Research, 13(2), 90-107.
• Durnacı, Ü., & Ültay, N. (2020). Critical and creative thinking tendencies of primary school teacher candidates. Turkish Journal Of Primary Education (TUJPED), 2020(2), 75–97.
• Erdem, A. R., & Yazıcıoğlu, A. (2015). The relation between teacher candidates’ ability of solving problems and critical thinking. Journal of Social Policy Studies, 5(9) s.27-41.
• Erdem, M., İlğan, A., & Çelik, F. (2013). Relationship between emotional intelligence and critical thinking skills of high school teachers. International Periodical for the Languages, Literature and History of Turkish or Turkic, 8(12), 509–532.
• Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction—The Delphi report. Millbrae, CA: California Academic Press.
• Gökkuş, İ., & Delican, B. (2016). Pre-service primary school teachers’ critical thinking tendencies and attitudes towards reading habit. Cumhuriyet International Journal of Education-CIJE, 5, 10–28.
• Güneş, F., Ezberci Çevik, E., Çakan Akkaş, B. N., Kabataş Memiş, E., Büyükşahin, Y., Kıngır, S., …Ayan Civak, R. (2021). Eleştirel ve Analitik Düşünme (E. Kabataş Memiş & A. Kaçar, Eds.). Pegem Akademi.
• Creswell, J., W. (2017). Research Design: qualitative, quantitative, and mixed methods approaches. SAGE Publications Inc.
• Karaçam, Z. (2013). Systematic review methodology: a guide for preparation of systematic review. E-Journal of Dokuz Eylul University Nursing Faculty, 6(1), 26–33.
• Kestel, M. (2022). Critical thinking skill: A meta-analysis study. Unpublished doctoral thesis. Necmettin Erbakan University.
• Kılıç, I., Yazıcı, T., & Topalak, S. I. (2017). Critical thinking disposition of music teachers. Eurasian Journal of Educational Research, 17(72), 185–202.
• Koçak, B., Kurtlu, Y., Ulaş, H., & Epçaçan, C. (2015). Examining of the elementary class teachers’ critical thinking levels and their attitudes towards reading. EKEV Academy Journal, 19(61), 211–228.
• Kuru, G., & Şimşek, A. (2022). Examining of studies on critical thinking skill done about primary school. Bolu Abant Izzet Baysal University Journal of Faculty of Education, 22(3), 1061–1087.
• Muğan Ertuğral, S. (N.D.). The importance of professional education in human capital formation. International Journal Entrepreneurship And Management Inquiries (Journal EMI), 2(3), 49-63.
• Oben Şahin, D., & Sevgi, S. (2021). Exploring the relation between critical thinking skills and success oriented motivation of preservice teachers in terms of some variables. KEFAD, 22(2), 905–942.
• Özden, S., İzci, E. (2021). Investigation of the secondary school teachers' tendencies towards lifelong learning and critical thinking. Journal of History School, 50, 465-492.
• Özgün, A. (2019). Evaluation of the effects of critical thinking tendencies of the social sciences teacher candidates to their democratic attitudes in terms of various factors. Unpublished master thesis, Nevşehir Hacı Bektaş Veli University.
• Pithers, R. T., & Soden, R. (2000). Critical thinking in education: a review. Educational Research, 42(3), 237–249.
• Polat, M., & Kontaş, H. (2018). Examining primary school teachers’ critical thinking disposition. Electronic Journal of Social Sciences, 17(65), 142-159.
• Sarıkoç, S., & Kıncal, R. Y. (2022). A systematic review of articles on critical thinking in Turkey. Gaziantep University Journal of Educational Sciences, 6(1), 96–110.
• Vural, V. (2018). Investigation of critical thinking trends and academic self-efficacy of physical education and sports teaching department according to some variables. Unpublished master thesis, Bartın University. World Economic Forum. (2020). The Future of Jobs Report 2020.
• Yıldız, K., & Yılmaz, B. (2020). The relationshıp between critical and lateral thinking dispositions of primary school teacher candidates. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 20(1), 335–353.
• Yılmaz, K. (2019). Eleştirel ve analitik düşünme. Pegem Akademi.
• Yılmaz Virlan, A. (2021). Post-graduate studies on critical thinking skills in Turkey: A literature survey. Journal of University Research, 4(3), 254–261.