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

Year 2023, Volume: 5 Issue: 2, 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

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