Üstbilişsel Rehberliğin Eleştirel Düşünme Eğilimine Etkisi

Year 2015, Volume: 5 Issue: 2 - Volume: 5 Issue: 2, 133 - 148, 14.07.2016

Halil İbrahim Akyüz Serap Samsa-yetik Hafize Keser

Abstract

Çalışmanın amacı, çevrimiçi öğrenme ortamında kullanılan üst bilişsel rehberliğin, öğrencilerin eleştirel düşünme eğilimine etkisini araştırmaktır. Araştırma deneysel desenlerden ön test, son test kontrol gruplu deneysel modele göre yürütülmüştür. Çalışma grubunu Ankara Üniversitesi Eğitim Bilimleri Fakültesi, Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümünde 2011-2012 eğitim öğretim yılı bahar döneminde öğrenim görmekte olan öğrenciler oluşturmuştur. Araştırmanın başında ve sonunda 51 maddelik California Eleştirel Düşünme Eğilimi Ölçeği kullanılarak veriler toplanmıştır. Araştırmanın sonunda eleştirel düşünme eğilimi toplam skorları incelendiğinde, üst bilişsel rehberlik alan deney grubunun toplam puanlarının, almayan gruba göre anlamlı düzeyde yüksek olduğu ve kullanılan üst bilişsel rehberliğin pozitif yönde etki yaptığı gözlenmiştir. Elde edilen bulgular ışığında, çevrimiçi ortamlarda üst bilişsel rehberliğin, öğretmen adaylarının eleştirel düşünme becerilerini geliştirmek amacıyla kullanılabileceği görülmüştür.

Keywords

Üst bilişsel rehberlik (koçluk), Eleştirel düşünme, Çevrimiçi öğrenme, Öğretmen adayı.

Effects of Metacognitive Guidance on Critical Thinking Disposition

Abstract

The present study investigated the effect of metacognitive guidance in an online learning environment on the students’ critical thinking competency. The research was carried out using experimental design with pretest-posttest control groups. The research group of the study consisted of 60 students studying at Computer and Educational Teaching Department of Educational Sciences Faculty at Ankara University during the fall semester of 2011-2012. The 51 point California Critical Thinking Disposition Inventory was used to collect pretest-posttest data. In terms of total score of critical thinking tendency, the average score of the group that received critical guidance was found to be higher than the score of the control group. The metacognitive guidance offered to the students in the online learning environment has affected their critical thinking tendency in a positive way. Findings indicate that metacognitive guidance in online learning environments can be an effective tool in developing critical thinking among preservice teachers.

Keywords

Metacognitive guidance (Coaching), Critical thinking, Online learning, Preservice teachers.

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