Eleştirel düşünme temelli uygulamalar için kavramsal çerçeve

Abstract

Düşünme kavramları ve bunların alt bileşenleri ile ilgili tanımlar büyük farklılık gösterdiğinden, bu alanlarda yapılan bilimsel çalışmalarda kullanılacak kavramsal çerçeve ve tanımların belirlenmesi önemlidir. Bir derleme makalesi olan bu çalışma yapılacak eleştirel düşünme çalışmaları için bir kavramsal çerçeve oluşturmayı hedeflemektedir. Çalışma iki aşamalı bir içerik analizi ile gerçekleştirilmiştir. Birinci aşamada Google, Google Akademik ve YÖK Ulusal Tez Merkezi veri tabanları “eleştirel düşünme” ve “critical thinking” anahtar kelimeleri ile taranmıştır. İkinci aşamada ise tarama derinleştirilmiş ve genişletilmiştir. Çalışma eleştirel düşünmenin tüm yaş gruplarında hem ders içeriği içinde disiplinler arası olarak hem de ayrı bir “düşünme yetenekleri” dersi içerisinde öğretilmesi gerektiğini; eleştirel düşünme çalışmalarının kapsamlı ve ısrarlı olması ve doğrudan eleştirel düşünmeyi geliştirmeyi hedeflemeleri gerektiğini göstermiştir. Bu çalışmalarda öğrencilerin düşünme süreçlerini düzenlemelerine yardımcı olmak için eleştirel düşünmenin temel kavramlarını kullanılmalarını sağlayacak etkinlikler ve eleştirel düşünmenin günlük hayattan örnekleri sunulmalıdır. Eleştirel düşünme öğretilirken öğrencilerin eleştirel düşünmeyi anlamasına yardımcı olmak amacıyla eğitim hedefleri taksonomisi ya da bilimsel çalışmanın basamakları gibi daha önceden bilinen kalıplarla karşılaştırılmalar yapılabilir. Gelecekte yapılacak çalışmalar için eleştirel düşünme ya da yaratıcı düşünme gibi birden fazla üst düzey düşünme yeteneğinin bir arada değerlendirilmesi önerilebilir.

Keywords

• eleştirel düşünme
• üst düzey düşünme
• kavramsal çerçeve
• biyoloji eğitimi

A CONCEPTUAL FRAMEWORK FOR CRITICAL THINKING-BASED IMPLEMENTATIONS

Abstract

As definitions of thinking terms and their sub-components differ greatly, it is vital to border conceptual framework and set of definitions to be adopted within a scientific study in thinking fields. The present article aims to offer a conceptual framework for critical thinking-based implementations. The review article was carried out by two-stage content analysis. In the preliminary stage, Google, Google Scholar and Council of Higher Education Turkey National Thesis Center databases were scanned with “eleştirel düşünme” and “critical thinking” keywords. In the second stage, the review was deepen and broaden. The results of the review indicated that critical thinking should be taught in all age groups both in course contents in an interdisciplinary way and as a separate thinking skills course; critical thinking studies should be comprehensive and longitudinal; they should target improving critical thinking directly. Such studies should also present activities and daily life examples of critical thinking directing learners to use principal terms of thinking to regulate their thinking processes. It is possible to make comparisons with previously known templates such as taxonomy of learning objectives and the stages of scientific inquiry to support learners to understand critical thinking. It can be recommended that studies combine more than one higher order thinking skill such as critical thinking and creative thinking collectively as higher order thinking can be designed.

Keywords

• critical thinking
• higher order thinking
• conceptual framework
• biology education

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