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Intersections between Critical Thinking Skills and Reflective Thinking Skills toward Problem Solving

Year 2020, , 1 - 19, 01.05.2020
https://doi.org/10.9779/pauefd.526407

Abstract

This study investigates the relationship between critical thinking skills and the reflective thinking skills toward problem-solving and the effects of two variables weekly study hours and social activities on reflective and critical thinking. Positive correlations between reflective thinking and four sub-dimensions of critical thinking, analyticity, systematicity, self-confidence, inquisitiveness, also between critical thinking skills and all three sub-dimensions of reflective thinking, questioning, reasoning, and evaluation, are found. A regression model is obtained to predict the reflective thinking skills toward problem-solving with three dimensions of critical thinking skills; self-confidence, analyticity, inquisitiveness. Weekly study hours have a significant effect on both reflective and critical thinking. As time spending on studying increases until 15 hours in a week, questioning and reasoning dimensions of the reflective thinking and inquisitiveness dimension of the critical thinking are increasing. As time spending on studying increases until 20 hours in a week, only the evaluation dimension of the reflective thinking are increasing.  Being an active undergraduate in studying affect questioning, reasoning, evaluation skills of reflective thinking, and also inquisitiveness skill of critical thinking while social activities affect not only questioning and evaluation dimensions of reflective thinking, but also truth-seeking, open-mindedness, and systematicity dimensions of critical thinking.



References

  • Gogus, A. (2015). Reconceptualizing Liberal Education in the 21st Century: The role of emerging technologies and STEAM fields in liberal education. In X. Ge, D. Ifenthaler, and J. M. Spector, Full Steam Ahead: Emerging Technologies for STEAM. New York: Springer. ISBN 10: 3319025724.Angelo, T. A. (1995). Beginning the dialogue: Thoughts on promoting critical thinking. Teaching of psychology, 22(1), 6-7.
  • Brookfıeld, S. (1996). Experiential pedagogy: Grounding teaching in students' learning. Journal of Experiential Education, 19(2), 62-68.
  • Cansoy, R. Ve Tütkoğlu, M.E. (2017). Examining the relationship between pre-service teachers’ critical thinking disposition, problem solving skills and teacher self-efficacy. Internatıonal Education Studies, 10(6), 23-35.
  • Carol, R. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers college record, 104(4), 842-866.
  • Cooper, J. L. (1995). Cooperative learning and critical thinking. Teaching of psychology, 22(1), 7-9.
  • Dawes, R. M. (1988). Rational choice in an uncertain world. Orlando, FL: Harcourt Brace.
  • Demir, S. (2015). Evaluation of critical thinking and reflective thinking skills among science teacher candidates. Journal of Education and Practice, 6(18), 17-21.
  • Dewey, J. (1933). How we think. Chicago: Henry Regnery.
  • Ennis, R. H. (1962). A concept of critical thinking. Harvard Educational Review, 32, 81–111.
  • Ennis, R. (1996). Critical thinking dispositions: Their nature and assessability. Informal Logic, 18(2&3),165-182.
  • Facione, P.A., & Facione, N.C. (1992). The California Critical Thinking Skills Test. Forms A and B - Test Manual. Millbrae, CA: California Academic Press.
  • Facione, P.A., Facione, N.C., & Giancarlo, C.A.F. (1998). The California Critical Thinking Disposition Inventory. California: Academic Press.
  • Fisher, A., & Scriven, M. (1997). Critical thinking its definition and assessment. Centre for research in Critical Thinking.
  • Garrison, D. R., Anderson, T. & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7-23.
  • Ghanizadeh, A. (2017). The interplay between reflective thinking, critical thinking, self-monitoring, and academic achievement in higher education. Higher Education, 74(1), 101-114.
  • Gilstrap, D L., & Dupree, J. (2008). A regression model of predictor variables on critical reflection in the classroom: Integration of the Critical Incident Questionnaire and the Framework for Reflective Thinking. The Journal of Academic Librarianship, 34(6), 469-481.
  • Halpern, D. F. (1999). Teaching for critical thinking: Helping college students develop the skills and dispositions of a critical thinker. New Directions for Teaching and Learning, 80(3), 69-74.
  • Harris, R. (2010). On the purpose of a liberal arts education. Retrieved from http://www.virtualsalt.com/libarted.htm
  • Hu, L. T., & Bentler, P. M. (1999). “Cutoff criteria for fit indexes in covariances structure analysis: Conventional criteria versus new alternatives.” Structural Equation Modeling 6(1): 1–55.
  • Jöreskog, K. G., & Sörbom, D. (1996). LISREL 8 User’s Reference Guide. Uppsala, Sweden: Scientific Software International.
  • Junsay, M.L. (2016). Reflective learning and prospective teachers’ conceptual understanding, critical thinking, problem solving, and mathematical communication skills. Research in Pedagogy, 6(2), 43‐58.
  • Kahane, H. (1997). Logic and contemporary rhetoric. (8th ed.) Belmont, California: Wadsworth, 1997.
  • Kember, D. (1999). Determining the level of reflective thinking from students' written journals using a coding scheme based on the work of Mezirow. International Journal of Lifelong Education, 18(1), 18-30.
  • Kızılkaya, G., & Aşkar, P. (2009). The development of a Reflective Thinking Skill Scale towards Problem Solving. Education and Science, 34(154), 82-92.
  • Kökdemir, D. (2003) Decision making and problem solving under uncertainty. PhD Thesis, Ankara.
  • Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28, 16-25.
  • Lee, S. K. F., & Loughran, J. (2000). Facilitating pre-service teachers’ reflection through a school based teaching programme. Reflective Practice, 1, 69–89.
  • Manalo, E., Kusumi, T., Koyasu, M., Michita, Y., & Tanaka, Y. (2013). To what extent do culture-related factors influence university students’ critical thinking use? Thinking Skills and Creativity, 10, 121-132.
  • May, B. A., Edell, V., Butell, S., Doughty, J., & Langford, C. (1999). Critical thinking and clinical competence: a study of the relationship in BSN seniors. Journal of Nursing Education, 38(3), 100-110.
  • Mayer, R. E. (1992). Thinking, problem solving, cognition. New York: W. H. Freeman and Company.
  • Meyers, C. (1986). Teaching students to think critically. San Francisco, CA: Jossey Bass.
  • McDade, S. A. (1995). Case study pedagogy to advance critical thinking. Teaching of Psychology, 22(1): 9–10.
  • Paul, R. W. (1993). Critical thinking: What every person needs to survive in a rapidly changing world. Rohnert Park, CA: Center for Critical Thinking and Moral Critique, Sonoma State University.
  • Paul, R. & Elder, L. (2001). Critical thinking: Tools for taking charge of your learning and your life. Upper Saddle River, NJ: Prentice Hall.
  • Profetto-McGrath, J. (2003). The relationship of critical thinking skills and critical thinking dispositions of baccalaureate nursing students. Journal of Advanced Nursing, 43(6), 569-577.
  • Rabinowitz, M. (ed.). (1993). Cognitive science foundations of instruction. Hillsdale, N.J.:Erlbaum.
  • Schön, N. D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
  • Scott, J. N., & Markert, R. J. (1994). Relationship between critical thinking skills and success in preclinical courses. Academic Medicine, 69, 920–924.
  • Shinn, L.D. (2012). Liberal education in the age of the unthinkable. Change: The Magazine of Higher Learning, 44(4), 15-21.
  • Siller, T. J. (2001). Sustainability and critical thinking in civil engineering curriculum. Journal of Professional Issues in Engineering Education and Practice, 127,104–108.
  • Tripp, D. (2011). Critical incidents in teaching (classic edition): Developing professional judgment. Routledge.
  • Wade, R. C., & Yarbrough, D. B. (1996). Portfolios: A tool for reflective thinking in teacher education? Teaching and Teacher Education, 12(1), 63-79.
  • Williams, R.A., Zdravkovich, V., & Engleberg, I. (2002). Liberal education. Why now? Why for all? Liberal Education, Fall 2002, 34-41.
  • Wilson, J., & Jan, L. W. (1993). Thinking for themselves: Developing strategies for reflective learning. Portsmouth.
  • Woods, A. M., & Book, C. (1995). Critical thinking in middle school physical education. Journal of Physical Education, Recreation & Dance, 66(6), 39-43.
  • Yang, Y. T. C., Newby, T. J., & Bill, R. L. (2005). Using Socratic questioning to promote critical thinking skills through asynchronous discussion forums in distance learning environments. The American Journal of Distance Education, 19(3), 163-181.
  • Yeh, Y. C. (2003). The manual of critical thinking test, level I. Taipei: Psychological Publishing.

Eleştirel Düşünme Becerileri ve Problem Çözmeye Yönelik Yansıtıcı Düşünme Becerileri Arasındaki İlişkiler

Year 2020, , 1 - 19, 01.05.2020
https://doi.org/10.9779/pauefd.526407

Abstract



Bu çalışma, eleştirel düşünme
becerileri ile problem çözme yönünde yansıtıcı düşünme becerileri arasındaki
ilişkiyi ve iki değişkenin, haftalık çalışma ve sosyal aktivite saatlerinin
yansıtıcı ve eleştirel düşünme üzerindeki etkilerini incelemektedir. Yansıtıcı
düşünme ile eleştirel düşünmenin 4 alt boyutu olan Doğruyu arama, Analitik, Sistematiklik,
Kendine güven arasında, ayrıca eleştirel düşünme ile yansıtıcı düşünmenin üç
alt boyutu olan sorgulama, nedenleme ve değerlendirme arasında pozitif
korelasyon bulunmaktadır. Yansıtıcı düşünme becerisini yordayıcı bir regresyon
modeli eleştirel düşünmenin 3 alt boyutu olan Doğruyu arama, Analitik, Kendine
güven boyutları ile elde edilmiştir. Haftalık çalışma saati süresi, hem
eleştirel düşünme hem de yansıtıcı düşünme becerilerini etkilemektedir.
Haftalık çalışma süresi 15 saate kadar arttığında, yansıtıcı düşünmenin iki alt
boyutu olan sorgulama, nedenleme boyutları ve de eleştirel düşünmenin sorgulama
boyutu artmaktadır. Haftalık sosyal aktivite süresi 20 saate kadar arttığında,
sadece eleştirel düşünme becerisinin değerlendirme boyutu artmaktadır. Lisans
öğrencilerinin ders çalışmada aktif olması yansıtıcı düşünmenin üç alt boyutu
olan sorgulama, nedenleme ve değerlendirme boyutlarını ve eleştirel düşünmenin
sorgulama boyutunu etkilerken, sosyal aktivitelerde aktif olmak sadece
yansıtıcı düşünmenin iki alt boyutu olan sorgulama ve değerlendirme boyutlarını
etkilemiyor aynı zamanda eleştirel düşünmenin 3 alt boyutu olan Doğruyu arama,
Açık Fikirlilik ve Sistematiklik, boyutlarını etkilemektedir.



References

  • Gogus, A. (2015). Reconceptualizing Liberal Education in the 21st Century: The role of emerging technologies and STEAM fields in liberal education. In X. Ge, D. Ifenthaler, and J. M. Spector, Full Steam Ahead: Emerging Technologies for STEAM. New York: Springer. ISBN 10: 3319025724.Angelo, T. A. (1995). Beginning the dialogue: Thoughts on promoting critical thinking. Teaching of psychology, 22(1), 6-7.
  • Brookfıeld, S. (1996). Experiential pedagogy: Grounding teaching in students' learning. Journal of Experiential Education, 19(2), 62-68.
  • Cansoy, R. Ve Tütkoğlu, M.E. (2017). Examining the relationship between pre-service teachers’ critical thinking disposition, problem solving skills and teacher self-efficacy. Internatıonal Education Studies, 10(6), 23-35.
  • Carol, R. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers college record, 104(4), 842-866.
  • Cooper, J. L. (1995). Cooperative learning and critical thinking. Teaching of psychology, 22(1), 7-9.
  • Dawes, R. M. (1988). Rational choice in an uncertain world. Orlando, FL: Harcourt Brace.
  • Demir, S. (2015). Evaluation of critical thinking and reflective thinking skills among science teacher candidates. Journal of Education and Practice, 6(18), 17-21.
  • Dewey, J. (1933). How we think. Chicago: Henry Regnery.
  • Ennis, R. H. (1962). A concept of critical thinking. Harvard Educational Review, 32, 81–111.
  • Ennis, R. (1996). Critical thinking dispositions: Their nature and assessability. Informal Logic, 18(2&3),165-182.
  • Facione, P.A., & Facione, N.C. (1992). The California Critical Thinking Skills Test. Forms A and B - Test Manual. Millbrae, CA: California Academic Press.
  • Facione, P.A., Facione, N.C., & Giancarlo, C.A.F. (1998). The California Critical Thinking Disposition Inventory. California: Academic Press.
  • Fisher, A., & Scriven, M. (1997). Critical thinking its definition and assessment. Centre for research in Critical Thinking.
  • Garrison, D. R., Anderson, T. & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7-23.
  • Ghanizadeh, A. (2017). The interplay between reflective thinking, critical thinking, self-monitoring, and academic achievement in higher education. Higher Education, 74(1), 101-114.
  • Gilstrap, D L., & Dupree, J. (2008). A regression model of predictor variables on critical reflection in the classroom: Integration of the Critical Incident Questionnaire and the Framework for Reflective Thinking. The Journal of Academic Librarianship, 34(6), 469-481.
  • Halpern, D. F. (1999). Teaching for critical thinking: Helping college students develop the skills and dispositions of a critical thinker. New Directions for Teaching and Learning, 80(3), 69-74.
  • Harris, R. (2010). On the purpose of a liberal arts education. Retrieved from http://www.virtualsalt.com/libarted.htm
  • Hu, L. T., & Bentler, P. M. (1999). “Cutoff criteria for fit indexes in covariances structure analysis: Conventional criteria versus new alternatives.” Structural Equation Modeling 6(1): 1–55.
  • Jöreskog, K. G., & Sörbom, D. (1996). LISREL 8 User’s Reference Guide. Uppsala, Sweden: Scientific Software International.
  • Junsay, M.L. (2016). Reflective learning and prospective teachers’ conceptual understanding, critical thinking, problem solving, and mathematical communication skills. Research in Pedagogy, 6(2), 43‐58.
  • Kahane, H. (1997). Logic and contemporary rhetoric. (8th ed.) Belmont, California: Wadsworth, 1997.
  • Kember, D. (1999). Determining the level of reflective thinking from students' written journals using a coding scheme based on the work of Mezirow. International Journal of Lifelong Education, 18(1), 18-30.
  • Kızılkaya, G., & Aşkar, P. (2009). The development of a Reflective Thinking Skill Scale towards Problem Solving. Education and Science, 34(154), 82-92.
  • Kökdemir, D. (2003) Decision making and problem solving under uncertainty. PhD Thesis, Ankara.
  • Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28, 16-25.
  • Lee, S. K. F., & Loughran, J. (2000). Facilitating pre-service teachers’ reflection through a school based teaching programme. Reflective Practice, 1, 69–89.
  • Manalo, E., Kusumi, T., Koyasu, M., Michita, Y., & Tanaka, Y. (2013). To what extent do culture-related factors influence university students’ critical thinking use? Thinking Skills and Creativity, 10, 121-132.
  • May, B. A., Edell, V., Butell, S., Doughty, J., & Langford, C. (1999). Critical thinking and clinical competence: a study of the relationship in BSN seniors. Journal of Nursing Education, 38(3), 100-110.
  • Mayer, R. E. (1992). Thinking, problem solving, cognition. New York: W. H. Freeman and Company.
  • Meyers, C. (1986). Teaching students to think critically. San Francisco, CA: Jossey Bass.
  • McDade, S. A. (1995). Case study pedagogy to advance critical thinking. Teaching of Psychology, 22(1): 9–10.
  • Paul, R. W. (1993). Critical thinking: What every person needs to survive in a rapidly changing world. Rohnert Park, CA: Center for Critical Thinking and Moral Critique, Sonoma State University.
  • Paul, R. & Elder, L. (2001). Critical thinking: Tools for taking charge of your learning and your life. Upper Saddle River, NJ: Prentice Hall.
  • Profetto-McGrath, J. (2003). The relationship of critical thinking skills and critical thinking dispositions of baccalaureate nursing students. Journal of Advanced Nursing, 43(6), 569-577.
  • Rabinowitz, M. (ed.). (1993). Cognitive science foundations of instruction. Hillsdale, N.J.:Erlbaum.
  • Schön, N. D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
  • Scott, J. N., & Markert, R. J. (1994). Relationship between critical thinking skills and success in preclinical courses. Academic Medicine, 69, 920–924.
  • Shinn, L.D. (2012). Liberal education in the age of the unthinkable. Change: The Magazine of Higher Learning, 44(4), 15-21.
  • Siller, T. J. (2001). Sustainability and critical thinking in civil engineering curriculum. Journal of Professional Issues in Engineering Education and Practice, 127,104–108.
  • Tripp, D. (2011). Critical incidents in teaching (classic edition): Developing professional judgment. Routledge.
  • Wade, R. C., & Yarbrough, D. B. (1996). Portfolios: A tool for reflective thinking in teacher education? Teaching and Teacher Education, 12(1), 63-79.
  • Williams, R.A., Zdravkovich, V., & Engleberg, I. (2002). Liberal education. Why now? Why for all? Liberal Education, Fall 2002, 34-41.
  • Wilson, J., & Jan, L. W. (1993). Thinking for themselves: Developing strategies for reflective learning. Portsmouth.
  • Woods, A. M., & Book, C. (1995). Critical thinking in middle school physical education. Journal of Physical Education, Recreation & Dance, 66(6), 39-43.
  • Yang, Y. T. C., Newby, T. J., & Bill, R. L. (2005). Using Socratic questioning to promote critical thinking skills through asynchronous discussion forums in distance learning environments. The American Journal of Distance Education, 19(3), 163-181.
  • Yeh, Y. C. (2003). The manual of critical thinking test, level I. Taipei: Psychological Publishing.
There are 47 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Aytac Gogus 0000-0001-8215-3294

Nihat Gökhan Göğüş 0000-0003-1966-8409

Erdi Bahadır 0000-0002-8404-1779

Publication Date May 1, 2020
Submission Date February 13, 2019
Acceptance Date September 5, 2019
Published in Issue Year 2020

Cite

APA Gogus, A., Göğüş, N. G., & Bahadır, E. (2020). Intersections between Critical Thinking Skills and Reflective Thinking Skills toward Problem Solving. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 49, 1-19. https://doi.org/10.9779/pauefd.526407