Araştırma Makalesi
BibTex RIS Kaynak Göster

An Evaluation of the English Language Teaching Textbooks within the Context of Culture of Thinking

Yıl 2020, Cilt: 10 Sayı: 1, 583 - 628, 31.01.2020
https://doi.org/10.18039/ajesi.682060

Öz

The sociocultural approach has recently been focused on teaching thinking skills and considering the rapidly changing information age and lifelong learning skills, it can be said that culture-based thinking instruction has become more popular. The literature illustrates few but various studies regarding the contribution of the culture of thinking in different projects. In that vein, this study seeks to examine English Language Teaching (ELT) Moonlight 8th grade students’ book and workbook which were distributed by the Ministry of National Education and taught in state schools within the context of the culture for thinking. The target textbooks were analyzed through document analysis in the framework of qualitative research designs. Tishman, Perkins, and Jay (1995)’s framework of the culture of thinking was taken as a basis for examining the target textbooks regarding culture of thinking and main themes have been shaped. The findings of the study concluded that along with the activities supporting the culture of thinking in regard to the language of thinking, mental management, strategic attitude, and transfer, various activities and activity expressions were emphasized to have a risk to overshadow the findings of supporting the culture of thinking.

Kaynakça

  • Abdul Shukor, A. (2001). Development of a learning and thinking society”. Paper presented in an International Conference on Teaching and Learning in UKM [National University of Malaysia], Bangi, Selangor Darul Ehsan.
  • Abrams, Z. (2002). Surfing to cross cultural awareness: Using Internet-mediated projects to explore cultural stereotypes. Foreign Language Annuals, 35, 141-160.
  • Allwright, R. L. (1981). What do we want teaching materials for? ELT Journal, 36(1), 5–18.
  • Anderson, N.J. (2002). The role of metacognition in second language teaching and learning. ERIC Digest, April 2002, 3-4.
  • Apen, R. (2016). The applicative use of problem solving technique in teaching grammar. Proceedings of ISELT FBS Universitas Negeri Padang, 4(2), 180-187.
  • Assaly, I. R. & Smadi, O. M. (2015) Using Bloom’s taxonomy to evaluate the cognitive levels of master class textbook’s questions. English Language Teaching, 8(5), 100-110.
  • Bateman, B. (2002). Promoting openness toward culture learning: Ethnographic interviews for students of Spanish. Modern Language Journal, 86, 318-331.
  • Bourke, J.M. (2004). Towards the design of a problem-solving programme of instruction for teaching English grammar to secondary-level ESL students. Journal of Applied Research in Education, 8, 104-122.
  • Bozorgian, H. (2014). The role of metacognition in the development of EFL learners’ listening skill. International Journal of Listening, 28(3), 149-161.
  • Brown, H. D. (2007). Principles of language learning and teaching fifth edition. White Plains, NY: Pearson Education.
  • Byram, M. & Feng, A. (2005). Teaching and researching intercultural competence. In E. Hinkel (Eds.) Handbook of research in second language teaching and learning (pp. 911-930). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Chang, S.C. (2001). Implementation of the ‘Thinking Schools, Learning Nation’ initiative in Singapore. Journal of Southeast Asian Education, 2(1), 3-41.
  • Choi, Y-J. (2003). Intercultural communication through drama in teaching English as an international language. English Teaching, 28, 55-68.
  • Cohen, P. A., Kulik, J. A., & Kulik, C. C. (1982). Educational outcomes of tutoring: A metaanalysis of findings. American Educational Research Journal, 19, 237–248
  • Cole, M., Engestrom, Y., & Vasquez, O. (Eds.). (1997). Mind, culture, and activity: Seminal papers from the Laboratory of Comparative Human Cognition. Cambridge University Press.
  • Costa, A. L. (2008). Five themes to shape curriculum. Thought, 65(5), 20-24.
  • Costa, A. L., & Marzano, R. J. (2001). Teaching the language of thinking. In A. Costa (Ed.), Developing minds: A resource book for teaching thinking. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Cunningsworth, A. (1995). Choosing your coursebook. Oxford: Heinemann.
  • De Bono, E. (1983). The cognitive research trust (CoRT) thinking program. Thinking: The expanding frontier, 115-127.
  • Demir, S. (2008). An evaluation of thinking skills in ELT coursebooks at primary and secondary levels (Unpublished Master’s Thesis). Çukurova University, Adana, Turkey.
  • Dilekli, Y., & Tezci, E. (2016). The relationship among teachers’ classroom practices for teaching thinking skills, teachers’ self-efficacy towards teaching thinking skills and teachers’ teaching styles. Thinking Skills and Creativity, 21, 144-151.
  • Doğanay, A. (1997). Ders dinleme sırasında bilişsel farkındalıkla ilgili stratejilerin kullanımı. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 2(15), 34-42.
  • Dole, S. F. (2017). Creating cultures of thinking: the 8 forces we must master to truly transform our schools. Interdisciplinary Journal of Problem-Based Learning, 11(2), 13.
  • Dubin. F. & Olshtain, E. (1986). Course design. Developing programs and materials for language learning. Cam¬bridge: Cambridge University Press.
  • Fantini, A. (1997). New ways of teaching culture. Alexandria, VA: Teachers of English to Speaking of other Languages.
  • Fantuzzo, J. W., Riggio, R. E., Connelly, S., & Dimeff, L. A. (1989). Effects of reciprocal peer tutoring on academic achievement and psychological adjustment: A componential analysis. Journal of Educational Psychology, 81, 173–177.
  • Feuerstein, R. (1980). Instrumental enrichment: An intervention program for cognitive modifiability. Univ Park Pr.
  • Fisher, B. (1995). Thinking and learning together. Portsmouth, NH: Heinemann.
  • Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231–236). Hillsdale: Erlbaum.
  • Garner, R., & Alexander, P. A. (1989). Metacognition: answered and unanswered questions. Educational Psychologist, 24, 143–158.
  • Golding, C. (2011). Educating for critical thinking: Thought-encouraging questions in a community of inquiry. Higher Education Research & Development, 30(3), 357-370.
  • Griffiths, S., Houston, K., & Lazenbatt, A. (1995). Enhancing Student Learning Through Peer Tutoring in Higher Education: A Compendium Resource Pack with Case Study Contributions. Implementing. University of Ulster.
  • Gushchin, A. (2015). “To teach learning…” or on the culture of thinking of today’s students. Social and Behavioral Sciences, 214, p. 457-464.
  • Güss, C. D., & Robinson, B. (2014). Predicted causality in decision making: the role of culture. Frontiers in Psychology, 5, 479.
  • Halpern, D. F. (2002). Teaching for critical thinking: A four-part model to enhance thinking skills. In S. F. Davis & W. Buskist (Eds.), The teaching of psychology: Essays in honor of Wilbert J. McKeachie and Charles L. Brewer (pp. 91–105). Mahwah, NJ: Lawrence Erlbaum Associates
  • Halpern, D. F. (2003a). The “how” and “why” of critical thinking assessment. In D. Fasko (Ed.), Critical thinking and reasoning: Current research, theory and practice. Cresskill: Hampton Press.
  • Hei, J. X. (2017). Thinking skills in the 12th grade English course book in Timor Leste. Beyond Words, 5(1), 32-45.
  • Henderson, F., & Wang, Y. (2014). Teaching content through moodle to facilitate students’ critical thinking in academic reading. Asian EFL Journal, 16(3), 7-40.
  • Huberman, A. M., & Miles, M. B. (1994). Data management and analysis methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 428-444). Thousand Oaks, CA, US: Sage Publications, Inc.
  • Hutchinson, T. (1987). What’s underneath? An interactive view of materials evaluation. In L. E. Sheldon, (Ed.), ELT textbooks and materials: Problem in evaluation and development. ELT Documents 126 (pp. 37-44). London: Modern English Publications.
  • Inhelder, B. & Piaget, J. (1958). The growth of logical thinking from childhood to adolescence. New York: Basic Books.
  • Ji, L. & Yap, S. (2016). Culture and cognition. Current Opinion in Psychology, 8, 150.111.
  • Johnson, D. W., & Johnson, R. T. (1986). Learning together and alone. Englewood Cliffs, NJ: Prentice Hall.
  • Karadüz, A. (2010). Dil becerileri ve eleştirel düşünme. Turkish Studies, 5(3), 1566-1593.
  • Karbalaei, A. (2011). Metacognition and reading comprehension. Íkala, revista de lenguaje y cultura, 16(28), 5-14.
  • Keith J. Topping & Angela Bryce (2004) Cross‐age peer tutoring of reading and thinking: influence on thinking skills. Educational Psychology, 24(5), 595-621,
  • Lakoff, G. (2004). Don’t think of an elephant: Know your values and frame the debate. White River Junction, VT: Chelsea Green.
  • Larkin, S. (2009). Socially mediated metacognition and learning to write. Thinking Skills and Creativity, 4(3), 149-159.
  • Leat, D. (1999). Rolling the Stone Uphill: Teacher Development and the Implementation of Thinking Skills Programmes. Oxford Review of Education, 25(3), 387-403.
  • Levine, H. M., Glass, G. V., & Meister, G. R. (1987). A cost-effectiveness analysis of computer-assisted instruction. Evaluation Review, 11, 50–72.
  • Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives?. Thinking Skills and Creativity, 22, 273-288.
  • Lipman, M. (1982). Philosophy for children. Thinking: The Journal of Philosophy for children, 3(3/4), 35-44.
  • Litz, D. R. (2005). Textbook evaluation and ELT management: A South Korean case study. Asian EFL journal, 48, 1-53.
  • Mahdavi, M. (2014). An overview: Metacognition in education. International Journal of Multidisciplinary and current research, 2(3), 529-535.
  • Margana, M. & Widyantoro, A. (2017). Developing English textbooks oriented to higher order thinking skills for students of vocational high schools in Yogyakarta. Journal of Language Teaching and Research, 8(1), 26-38.
  • Marzano, R. J. (1993). How classroom teachers approach the teaching of thinking. Theory into practice, 32(3), 154-160.
  • Marzano, R. J., & Kendall, J. S. (2007). The new taxonomy of educational objectives. Thousand Oaks, CA: Corwin.
  • Marzano, R. J., Brandt, R. S., Hughes, C. S., Jones, B. F., Presseisen, B. Z., Rankin, S. C., & Suhor, C. (1988). Dimension of Thinking. USA: Association for Supervision and Curriculum Developmen.
  • Matsumoto, D. (2000). Culture and psychology: People around the world. Belmont, CA: Wadsworth.
  • Mayer, R. E. (1998). Cognitive, metacognitive, and motivational aspects of problem solving. Instructional Science, 26, 49–63.
  • McGroarty, M. & Galvan, J. (1985). Culture as an issue in second language teaching. In M. Celce-Murcia (Ed.), Beyond basics: Issues and research in TESOL (pp. 81-95). Cambridge, MA: Newbury House Publishers, Inc.
  • McGuinness, C. (1999). From thinking skills to thinking classrooms: A review and evaluation of approaches for developing pupils' thinking. London: Department for Education and Employment.
  • McGuinness, C. (2018). Informed Analysis of 21 st Century Competencies in a Redeveloped Primary Curriculum. Retrieved from https://www.researchgate.net/profile/Carol_Mcguinness/publication/328421704_Research Informed_Analysis_of_21_st_Century_Competencies_in_a_Redeveloped _Primary_Curriculum_Final_Report_May_2018_2_NCCA_key_competencies_McGuinness_Final_Report/links/5bcdbdfc299bf17a1c667585/Research-Informed-Analysis-of-21-st-Century-Competencies-in-a-Redeveloped-Primary-Curriculum-Final-Report-May-2018-2-NCCA-key-competencies-McGuinness-Final-Report.pdf
  • Mercer, N., & Littleton, K. (2007). Dialogue and the development of children's thinking: A sociocultural approach. Routledge.
  • Met, M. “Teaching Content Through a Second Language.” (1994) In Genesee, F. (Eds.) Educating Second Language Children: The Whole Child, the Whole Curriculum, the Whole Community (pp. 159-182). Cambridge University Press, New York.
  • Mohammadi, M., & Abdi, H. (2014). Textbook evaluation: A case study. Procedia-Social and Behavioral Scienc¬es, 98, 1148-1155.
  • MoNE. (2018). Türkçe dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara: Millî Eğitim Bakanlığı Yayınları.
  • Najafi Sarem, S., Hamidi, H., & Mahmoudie, R. (2013). A critical look at textbook evaluation: A case study of eval¬uating an ESP course-book: English for international tourism. International Research Journal of Applied and Basic Sciences, 4(2), 372-380.
  • Nguyen, L. T. C., & Gu, Y. (2013). Strategy-based instruction: A learner-focused approach to developing learner autonomy. Language Teaching Research, 17(1), 9-30.
  • Nisbet, J. (1993). The thinking curriculum. Educational Psychology, 13(3-4), 281-290.
  • Nisbett, R. (2004). The geography of thought: How Asians and Westerners think differently... and why. New York, NY: Simon and Schuster.
  • Noor, B.M. (2009). Pedagogical issued in integrating thinking skills in the classroom. International Journal of Educational studies, 2(1), 55-67.
  • Norris, S. P. (1991). Assessment: Using verbal reports of thinking to improve multiple-choice test validity. In J. F. Voss, D. N. Perkins, & J. W. Segal (Eds.), Informal reasoning and education (pp. 451–472). Hillsdale: Erlbaum.
  • Nuthall, G. (1999). Learning How To Learn: The Evolution of Students' Minds through the Social Processes and Culture of the Classroom. International Journal of Educational Research, 31(3), 141-256.
  • O’Neill, R. (1982). Why use textbooks?. ELT journal, 36(2), 104-111.
  • Özmen, K. S. (2008). Current state and understanding of critical thinking in higher education. GÜ, Gazi Eğitim Dergisi, 28, 89-106.
  • Piaget, J. (1954). The construction of reality in the child. New York: Basic Books.
  • Piaget, J. (1972). Intellectual evolution from adolescence to adulthood. Human Development, 15, 1-12.
  • Piaget, J. (2002). The language and thought of the child. New York: Routledge.
  • Ramirez, A. (1995). Creating contexts for second language acquisition: Theory and methods. White Plains, NY: Longman.
  • Raoofi, S., Chan, S. H., Mukundan, J., & Rashid, S. M. (2014). Metacognition and Second/Foreign Language Learning. English Language Teaching, 7(1), 36-49.
  • Reid, D.K. & Hresko, W.P. (1982). Metacognition and learning disabilities. Oxford: Oxford University Press.
  • Resnick, L. B., & Resnick, D. P. (1992). Assessing the thinking curriculum: New tools for educational reform. In Changing assessments (pp. 37-75). Springer, Dordrecht.
  • Richards, J. C. (2010). Competence and performance in language teaching. RELC Journal, 41(2), 101-122.
  • Ritchhart, R. (2002). Intellectual character: What it is, why it matters, and how to get it. San Francisco: Jossey Bass.
  • Ritchhart, R. (2007). Cultivating a culture of thinking in museums. Journal of Museum Education, 32(2), 137-153.
  • Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford university press.
  • Rohrbeck, C. A., Ginsburg-Block, M. D., Fantuzzo, J. W., & Miller, T. R. (2003). Peer-assisted learning interventions with elementary school students: A meta-analytic review. Journal of Educational Psychology, 95, 240–257.
  • See, K.H. (1998). Peningkatan Daya Kreativiti Matematik Melalui Pembelajaran Berbantuan Komputer. Journal of Applied Research in Education, 2(1), 105-114.
  • Setyarini, S., Muslim, A. B., Rukmini, D., Yuliasri, I., & Mujianto, Y. (2018). Thinking critically while storytelling: Improving children’s HOTS and English oral competence. Indonesian Journal of Applied Linguistics, 8(1), 189-197.
  • Shardakova, M., & Pavlenko, A. (2004). Identity options in Russian textbooks. Journal of Language, Identity and Education, 3(1), 25-46.
  • Sharpley, A. M., & Sharpley, C. F. (1981). Peer tutoring: A review of the literature. Collected Original Resources in Education, 5(3), 7–C11.
  • Sheldon, L. E. (1988). Evaluating ELT textbooks and materials. ELT journal, 42(4), 237-246.
  • Sim, W.K. (2001). Some thoughts on ‘Thoughtful Schools’ in Brunei Darussalam. Journal of Southeast Asian Education, 2(1), 66-84.
  • Şimşek, (2017). Confronting culture in local and global English coursebooks: Student teachers’ preferences in materials adaptation. Journal of Theory and Practice in Education, 13(2), 277-300.
  • Şimşek, H., & Yıldırım, A. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Slavin, R. E. (1990). Co-operative learning: Theory, research and practice. Englewood Cliffs, NJ: Prentice Hall.
  • Smith, J. (2010). Talk, thinking and philosophy in the primary classroom. Learning Matters.
  • Snow, M. A., Met, M., & Genesee, F. (1989). A conceptual framework for the integration of language and content in second/foreign language instruction. TESOL Quarterly, 23(2), 201-217.
  • Snow, M., Met, M., & Genesee, F. (1989). A Conceptual Framework for the Integration of Language and Content in Second/Foreign Language Instruction. TESOL Quarterly, 23(2), 201-217. doi:10.2307/3587333.
  • Swartz, R. J., & Parks, S. (1994). Infusing the Teaching of Critical and Creative Thinking into Content Instruction: A Lesson Design Handbook for the Elementary Grades. Critical Thinking Press and Software, PO Box 448, Pacific Grove, CA 93950-0448.
  • Tam, N. T. M. (2018). Using problem-based learning to promote students’ use of higher-order thinking skills and facilitate their learning. VNU Journal of Foreign Studies, 34(2).
  • Teng, F. (2016). Immediate and delayed effects of embedded metacognitive instruction on Chinese EFL students’ English writing and regulation of cognition. Thinking Skills and Creativity, 22, 289-302.
  • Tishman, S., Perkins, D., & Jay, E. (1995). The thinking classroom: Learning and teaching in a culture of thinking. Boston: Allyn & Bac.
  • Tok, H. (2010). TEFL textbook evaluation: From teachers' perspectives. Educational Research and Reviews, 5(9), 508.
  • Trickey & K. J. Topping (2004) Philosophy for children: A systematic review. Research Papers in Education, 19(3), 365-380.
  • Vygotsky, L. (1934). 1962. Thought and language. Cambridge: MIT Press.
  • Vygotsky, L. S. (1994). The development of concept formation in adolescence. In R. van der Veer & J. Valsiner (Eds.), The Vygotsky reader. Oxford: Blackwell.
  • Wardhough, R. (1976). The contexts of language. Rowley, MA: Newbury House.
  • Weber, E. U., & Morris, M. W. (2010). Culture and judgment and decision making: The constructivist turn. Perspectives on Psychological Science, 5(4), 410-419.
  • Wegerif, R. (2006). A dialogic understanding of the relationship between CSCL and teaching thinking skills. International Journal of Computer-Supported Collaborative Learning, 1(1), 143-157.
  • Wegerif, R. (2010). Dialogue and teaching thinking with technology. In K. Littleton & C. Howe (Eds.) Educational dialogues: Understanding and promoting productive interaction, 304. London and New York: Routledge.
  • Weinert, F.E. and R.H. Kluwe. (eds.) 1987. Metacognition, motivation and understanding. London: Lawrence Erlbaum Associates.
  • Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge: Harvard University Press.
  • Whorf, B. (1956). Science and linguistics. In J. Carroll (Eds.), Language, thought, and reality: Selected writings of Benjamin Lee Whorf. Cambridge, MA: Massachusetts Institute of Technology Press.
  • Witkin, H. A., & Berry, J. W. (1975). Psychological differentiation in cross‐cultural perspective. ETS Research Bulletin Series, 1975(1), i-100.
  • Wright, D. (2000). Culture as information and culture as affective process: A comparative study. Foreign Language Annuals, 33, 330-341.
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık,
  • Yong, C.S. (2003). Language problems in the learning of biology through the medium of English. Journal of Applied Research in Education, 7(1), 97-104.
  • Zohar, A. (2013). Challenges in wide scale implementation efforts to foster higher order thinking (HOT) in science education across a whole school system. Thinking Skills and Creativity, 10, 233-249.
  • Zohar, A., & Cohen, A. (2016). Large scale implementation of higher order thinking (HOT) in civic education: The interplay of policy, politics, pedagogical leadership and detailed pedagogical planning. Thinking Skills and Creativity, 21, 85-96.
Yıl 2020, Cilt: 10 Sayı: 1, 583 - 628, 31.01.2020
https://doi.org/10.18039/ajesi.682060

Öz

Kaynakça

  • Abdul Shukor, A. (2001). Development of a learning and thinking society”. Paper presented in an International Conference on Teaching and Learning in UKM [National University of Malaysia], Bangi, Selangor Darul Ehsan.
  • Abrams, Z. (2002). Surfing to cross cultural awareness: Using Internet-mediated projects to explore cultural stereotypes. Foreign Language Annuals, 35, 141-160.
  • Allwright, R. L. (1981). What do we want teaching materials for? ELT Journal, 36(1), 5–18.
  • Anderson, N.J. (2002). The role of metacognition in second language teaching and learning. ERIC Digest, April 2002, 3-4.
  • Apen, R. (2016). The applicative use of problem solving technique in teaching grammar. Proceedings of ISELT FBS Universitas Negeri Padang, 4(2), 180-187.
  • Assaly, I. R. & Smadi, O. M. (2015) Using Bloom’s taxonomy to evaluate the cognitive levels of master class textbook’s questions. English Language Teaching, 8(5), 100-110.
  • Bateman, B. (2002). Promoting openness toward culture learning: Ethnographic interviews for students of Spanish. Modern Language Journal, 86, 318-331.
  • Bourke, J.M. (2004). Towards the design of a problem-solving programme of instruction for teaching English grammar to secondary-level ESL students. Journal of Applied Research in Education, 8, 104-122.
  • Bozorgian, H. (2014). The role of metacognition in the development of EFL learners’ listening skill. International Journal of Listening, 28(3), 149-161.
  • Brown, H. D. (2007). Principles of language learning and teaching fifth edition. White Plains, NY: Pearson Education.
  • Byram, M. & Feng, A. (2005). Teaching and researching intercultural competence. In E. Hinkel (Eds.) Handbook of research in second language teaching and learning (pp. 911-930). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Chang, S.C. (2001). Implementation of the ‘Thinking Schools, Learning Nation’ initiative in Singapore. Journal of Southeast Asian Education, 2(1), 3-41.
  • Choi, Y-J. (2003). Intercultural communication through drama in teaching English as an international language. English Teaching, 28, 55-68.
  • Cohen, P. A., Kulik, J. A., & Kulik, C. C. (1982). Educational outcomes of tutoring: A metaanalysis of findings. American Educational Research Journal, 19, 237–248
  • Cole, M., Engestrom, Y., & Vasquez, O. (Eds.). (1997). Mind, culture, and activity: Seminal papers from the Laboratory of Comparative Human Cognition. Cambridge University Press.
  • Costa, A. L. (2008). Five themes to shape curriculum. Thought, 65(5), 20-24.
  • Costa, A. L., & Marzano, R. J. (2001). Teaching the language of thinking. In A. Costa (Ed.), Developing minds: A resource book for teaching thinking. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Cunningsworth, A. (1995). Choosing your coursebook. Oxford: Heinemann.
  • De Bono, E. (1983). The cognitive research trust (CoRT) thinking program. Thinking: The expanding frontier, 115-127.
  • Demir, S. (2008). An evaluation of thinking skills in ELT coursebooks at primary and secondary levels (Unpublished Master’s Thesis). Çukurova University, Adana, Turkey.
  • Dilekli, Y., & Tezci, E. (2016). The relationship among teachers’ classroom practices for teaching thinking skills, teachers’ self-efficacy towards teaching thinking skills and teachers’ teaching styles. Thinking Skills and Creativity, 21, 144-151.
  • Doğanay, A. (1997). Ders dinleme sırasında bilişsel farkındalıkla ilgili stratejilerin kullanımı. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 2(15), 34-42.
  • Dole, S. F. (2017). Creating cultures of thinking: the 8 forces we must master to truly transform our schools. Interdisciplinary Journal of Problem-Based Learning, 11(2), 13.
  • Dubin. F. & Olshtain, E. (1986). Course design. Developing programs and materials for language learning. Cam¬bridge: Cambridge University Press.
  • Fantini, A. (1997). New ways of teaching culture. Alexandria, VA: Teachers of English to Speaking of other Languages.
  • Fantuzzo, J. W., Riggio, R. E., Connelly, S., & Dimeff, L. A. (1989). Effects of reciprocal peer tutoring on academic achievement and psychological adjustment: A componential analysis. Journal of Educational Psychology, 81, 173–177.
  • Feuerstein, R. (1980). Instrumental enrichment: An intervention program for cognitive modifiability. Univ Park Pr.
  • Fisher, B. (1995). Thinking and learning together. Portsmouth, NH: Heinemann.
  • Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231–236). Hillsdale: Erlbaum.
  • Garner, R., & Alexander, P. A. (1989). Metacognition: answered and unanswered questions. Educational Psychologist, 24, 143–158.
  • Golding, C. (2011). Educating for critical thinking: Thought-encouraging questions in a community of inquiry. Higher Education Research & Development, 30(3), 357-370.
  • Griffiths, S., Houston, K., & Lazenbatt, A. (1995). Enhancing Student Learning Through Peer Tutoring in Higher Education: A Compendium Resource Pack with Case Study Contributions. Implementing. University of Ulster.
  • Gushchin, A. (2015). “To teach learning…” or on the culture of thinking of today’s students. Social and Behavioral Sciences, 214, p. 457-464.
  • Güss, C. D., & Robinson, B. (2014). Predicted causality in decision making: the role of culture. Frontiers in Psychology, 5, 479.
  • Halpern, D. F. (2002). Teaching for critical thinking: A four-part model to enhance thinking skills. In S. F. Davis & W. Buskist (Eds.), The teaching of psychology: Essays in honor of Wilbert J. McKeachie and Charles L. Brewer (pp. 91–105). Mahwah, NJ: Lawrence Erlbaum Associates
  • Halpern, D. F. (2003a). The “how” and “why” of critical thinking assessment. In D. Fasko (Ed.), Critical thinking and reasoning: Current research, theory and practice. Cresskill: Hampton Press.
  • Hei, J. X. (2017). Thinking skills in the 12th grade English course book in Timor Leste. Beyond Words, 5(1), 32-45.
  • Henderson, F., & Wang, Y. (2014). Teaching content through moodle to facilitate students’ critical thinking in academic reading. Asian EFL Journal, 16(3), 7-40.
  • Huberman, A. M., & Miles, M. B. (1994). Data management and analysis methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 428-444). Thousand Oaks, CA, US: Sage Publications, Inc.
  • Hutchinson, T. (1987). What’s underneath? An interactive view of materials evaluation. In L. E. Sheldon, (Ed.), ELT textbooks and materials: Problem in evaluation and development. ELT Documents 126 (pp. 37-44). London: Modern English Publications.
  • Inhelder, B. & Piaget, J. (1958). The growth of logical thinking from childhood to adolescence. New York: Basic Books.
  • Ji, L. & Yap, S. (2016). Culture and cognition. Current Opinion in Psychology, 8, 150.111.
  • Johnson, D. W., & Johnson, R. T. (1986). Learning together and alone. Englewood Cliffs, NJ: Prentice Hall.
  • Karadüz, A. (2010). Dil becerileri ve eleştirel düşünme. Turkish Studies, 5(3), 1566-1593.
  • Karbalaei, A. (2011). Metacognition and reading comprehension. Íkala, revista de lenguaje y cultura, 16(28), 5-14.
  • Keith J. Topping & Angela Bryce (2004) Cross‐age peer tutoring of reading and thinking: influence on thinking skills. Educational Psychology, 24(5), 595-621,
  • Lakoff, G. (2004). Don’t think of an elephant: Know your values and frame the debate. White River Junction, VT: Chelsea Green.
  • Larkin, S. (2009). Socially mediated metacognition and learning to write. Thinking Skills and Creativity, 4(3), 149-159.
  • Leat, D. (1999). Rolling the Stone Uphill: Teacher Development and the Implementation of Thinking Skills Programmes. Oxford Review of Education, 25(3), 387-403.
  • Levine, H. M., Glass, G. V., & Meister, G. R. (1987). A cost-effectiveness analysis of computer-assisted instruction. Evaluation Review, 11, 50–72.
  • Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives?. Thinking Skills and Creativity, 22, 273-288.
  • Lipman, M. (1982). Philosophy for children. Thinking: The Journal of Philosophy for children, 3(3/4), 35-44.
  • Litz, D. R. (2005). Textbook evaluation and ELT management: A South Korean case study. Asian EFL journal, 48, 1-53.
  • Mahdavi, M. (2014). An overview: Metacognition in education. International Journal of Multidisciplinary and current research, 2(3), 529-535.
  • Margana, M. & Widyantoro, A. (2017). Developing English textbooks oriented to higher order thinking skills for students of vocational high schools in Yogyakarta. Journal of Language Teaching and Research, 8(1), 26-38.
  • Marzano, R. J. (1993). How classroom teachers approach the teaching of thinking. Theory into practice, 32(3), 154-160.
  • Marzano, R. J., & Kendall, J. S. (2007). The new taxonomy of educational objectives. Thousand Oaks, CA: Corwin.
  • Marzano, R. J., Brandt, R. S., Hughes, C. S., Jones, B. F., Presseisen, B. Z., Rankin, S. C., & Suhor, C. (1988). Dimension of Thinking. USA: Association for Supervision and Curriculum Developmen.
  • Matsumoto, D. (2000). Culture and psychology: People around the world. Belmont, CA: Wadsworth.
  • Mayer, R. E. (1998). Cognitive, metacognitive, and motivational aspects of problem solving. Instructional Science, 26, 49–63.
  • McGroarty, M. & Galvan, J. (1985). Culture as an issue in second language teaching. In M. Celce-Murcia (Ed.), Beyond basics: Issues and research in TESOL (pp. 81-95). Cambridge, MA: Newbury House Publishers, Inc.
  • McGuinness, C. (1999). From thinking skills to thinking classrooms: A review and evaluation of approaches for developing pupils' thinking. London: Department for Education and Employment.
  • McGuinness, C. (2018). Informed Analysis of 21 st Century Competencies in a Redeveloped Primary Curriculum. Retrieved from https://www.researchgate.net/profile/Carol_Mcguinness/publication/328421704_Research Informed_Analysis_of_21_st_Century_Competencies_in_a_Redeveloped _Primary_Curriculum_Final_Report_May_2018_2_NCCA_key_competencies_McGuinness_Final_Report/links/5bcdbdfc299bf17a1c667585/Research-Informed-Analysis-of-21-st-Century-Competencies-in-a-Redeveloped-Primary-Curriculum-Final-Report-May-2018-2-NCCA-key-competencies-McGuinness-Final-Report.pdf
  • Mercer, N., & Littleton, K. (2007). Dialogue and the development of children's thinking: A sociocultural approach. Routledge.
  • Met, M. “Teaching Content Through a Second Language.” (1994) In Genesee, F. (Eds.) Educating Second Language Children: The Whole Child, the Whole Curriculum, the Whole Community (pp. 159-182). Cambridge University Press, New York.
  • Mohammadi, M., & Abdi, H. (2014). Textbook evaluation: A case study. Procedia-Social and Behavioral Scienc¬es, 98, 1148-1155.
  • MoNE. (2018). Türkçe dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara: Millî Eğitim Bakanlığı Yayınları.
  • Najafi Sarem, S., Hamidi, H., & Mahmoudie, R. (2013). A critical look at textbook evaluation: A case study of eval¬uating an ESP course-book: English for international tourism. International Research Journal of Applied and Basic Sciences, 4(2), 372-380.
  • Nguyen, L. T. C., & Gu, Y. (2013). Strategy-based instruction: A learner-focused approach to developing learner autonomy. Language Teaching Research, 17(1), 9-30.
  • Nisbet, J. (1993). The thinking curriculum. Educational Psychology, 13(3-4), 281-290.
  • Nisbett, R. (2004). The geography of thought: How Asians and Westerners think differently... and why. New York, NY: Simon and Schuster.
  • Noor, B.M. (2009). Pedagogical issued in integrating thinking skills in the classroom. International Journal of Educational studies, 2(1), 55-67.
  • Norris, S. P. (1991). Assessment: Using verbal reports of thinking to improve multiple-choice test validity. In J. F. Voss, D. N. Perkins, & J. W. Segal (Eds.), Informal reasoning and education (pp. 451–472). Hillsdale: Erlbaum.
  • Nuthall, G. (1999). Learning How To Learn: The Evolution of Students' Minds through the Social Processes and Culture of the Classroom. International Journal of Educational Research, 31(3), 141-256.
  • O’Neill, R. (1982). Why use textbooks?. ELT journal, 36(2), 104-111.
  • Özmen, K. S. (2008). Current state and understanding of critical thinking in higher education. GÜ, Gazi Eğitim Dergisi, 28, 89-106.
  • Piaget, J. (1954). The construction of reality in the child. New York: Basic Books.
  • Piaget, J. (1972). Intellectual evolution from adolescence to adulthood. Human Development, 15, 1-12.
  • Piaget, J. (2002). The language and thought of the child. New York: Routledge.
  • Ramirez, A. (1995). Creating contexts for second language acquisition: Theory and methods. White Plains, NY: Longman.
  • Raoofi, S., Chan, S. H., Mukundan, J., & Rashid, S. M. (2014). Metacognition and Second/Foreign Language Learning. English Language Teaching, 7(1), 36-49.
  • Reid, D.K. & Hresko, W.P. (1982). Metacognition and learning disabilities. Oxford: Oxford University Press.
  • Resnick, L. B., & Resnick, D. P. (1992). Assessing the thinking curriculum: New tools for educational reform. In Changing assessments (pp. 37-75). Springer, Dordrecht.
  • Richards, J. C. (2010). Competence and performance in language teaching. RELC Journal, 41(2), 101-122.
  • Ritchhart, R. (2002). Intellectual character: What it is, why it matters, and how to get it. San Francisco: Jossey Bass.
  • Ritchhart, R. (2007). Cultivating a culture of thinking in museums. Journal of Museum Education, 32(2), 137-153.
  • Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford university press.
  • Rohrbeck, C. A., Ginsburg-Block, M. D., Fantuzzo, J. W., & Miller, T. R. (2003). Peer-assisted learning interventions with elementary school students: A meta-analytic review. Journal of Educational Psychology, 95, 240–257.
  • See, K.H. (1998). Peningkatan Daya Kreativiti Matematik Melalui Pembelajaran Berbantuan Komputer. Journal of Applied Research in Education, 2(1), 105-114.
  • Setyarini, S., Muslim, A. B., Rukmini, D., Yuliasri, I., & Mujianto, Y. (2018). Thinking critically while storytelling: Improving children’s HOTS and English oral competence. Indonesian Journal of Applied Linguistics, 8(1), 189-197.
  • Shardakova, M., & Pavlenko, A. (2004). Identity options in Russian textbooks. Journal of Language, Identity and Education, 3(1), 25-46.
  • Sharpley, A. M., & Sharpley, C. F. (1981). Peer tutoring: A review of the literature. Collected Original Resources in Education, 5(3), 7–C11.
  • Sheldon, L. E. (1988). Evaluating ELT textbooks and materials. ELT journal, 42(4), 237-246.
  • Sim, W.K. (2001). Some thoughts on ‘Thoughtful Schools’ in Brunei Darussalam. Journal of Southeast Asian Education, 2(1), 66-84.
  • Şimşek, (2017). Confronting culture in local and global English coursebooks: Student teachers’ preferences in materials adaptation. Journal of Theory and Practice in Education, 13(2), 277-300.
  • Şimşek, H., & Yıldırım, A. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Slavin, R. E. (1990). Co-operative learning: Theory, research and practice. Englewood Cliffs, NJ: Prentice Hall.
  • Smith, J. (2010). Talk, thinking and philosophy in the primary classroom. Learning Matters.
  • Snow, M. A., Met, M., & Genesee, F. (1989). A conceptual framework for the integration of language and content in second/foreign language instruction. TESOL Quarterly, 23(2), 201-217.
  • Snow, M., Met, M., & Genesee, F. (1989). A Conceptual Framework for the Integration of Language and Content in Second/Foreign Language Instruction. TESOL Quarterly, 23(2), 201-217. doi:10.2307/3587333.
  • Swartz, R. J., & Parks, S. (1994). Infusing the Teaching of Critical and Creative Thinking into Content Instruction: A Lesson Design Handbook for the Elementary Grades. Critical Thinking Press and Software, PO Box 448, Pacific Grove, CA 93950-0448.
  • Tam, N. T. M. (2018). Using problem-based learning to promote students’ use of higher-order thinking skills and facilitate their learning. VNU Journal of Foreign Studies, 34(2).
  • Teng, F. (2016). Immediate and delayed effects of embedded metacognitive instruction on Chinese EFL students’ English writing and regulation of cognition. Thinking Skills and Creativity, 22, 289-302.
  • Tishman, S., Perkins, D., & Jay, E. (1995). The thinking classroom: Learning and teaching in a culture of thinking. Boston: Allyn & Bac.
  • Tok, H. (2010). TEFL textbook evaluation: From teachers' perspectives. Educational Research and Reviews, 5(9), 508.
  • Trickey & K. J. Topping (2004) Philosophy for children: A systematic review. Research Papers in Education, 19(3), 365-380.
  • Vygotsky, L. (1934). 1962. Thought and language. Cambridge: MIT Press.
  • Vygotsky, L. S. (1994). The development of concept formation in adolescence. In R. van der Veer & J. Valsiner (Eds.), The Vygotsky reader. Oxford: Blackwell.
  • Wardhough, R. (1976). The contexts of language. Rowley, MA: Newbury House.
  • Weber, E. U., & Morris, M. W. (2010). Culture and judgment and decision making: The constructivist turn. Perspectives on Psychological Science, 5(4), 410-419.
  • Wegerif, R. (2006). A dialogic understanding of the relationship between CSCL and teaching thinking skills. International Journal of Computer-Supported Collaborative Learning, 1(1), 143-157.
  • Wegerif, R. (2010). Dialogue and teaching thinking with technology. In K. Littleton & C. Howe (Eds.) Educational dialogues: Understanding and promoting productive interaction, 304. London and New York: Routledge.
  • Weinert, F.E. and R.H. Kluwe. (eds.) 1987. Metacognition, motivation and understanding. London: Lawrence Erlbaum Associates.
  • Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge: Harvard University Press.
  • Whorf, B. (1956). Science and linguistics. In J. Carroll (Eds.), Language, thought, and reality: Selected writings of Benjamin Lee Whorf. Cambridge, MA: Massachusetts Institute of Technology Press.
  • Witkin, H. A., & Berry, J. W. (1975). Psychological differentiation in cross‐cultural perspective. ETS Research Bulletin Series, 1975(1), i-100.
  • Wright, D. (2000). Culture as information and culture as affective process: A comparative study. Foreign Language Annuals, 33, 330-341.
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık,
  • Yong, C.S. (2003). Language problems in the learning of biology through the medium of English. Journal of Applied Research in Education, 7(1), 97-104.
  • Zohar, A. (2013). Challenges in wide scale implementation efforts to foster higher order thinking (HOT) in science education across a whole school system. Thinking Skills and Creativity, 10, 233-249.
  • Zohar, A., & Cohen, A. (2016). Large scale implementation of higher order thinking (HOT) in civic education: The interplay of policy, politics, pedagogical leadership and detailed pedagogical planning. Thinking Skills and Creativity, 21, 85-96.
Toplam 121 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Sibel Güzel Yüce Bu kişi benim 0000-0002-9816-1624

Gamze Emir Bu kişi benim 0000-0002-9705-9767

Yayımlanma Tarihi 31 Ocak 2020
Gönderilme Tarihi 9 Ağustos 2019
Yayımlandığı Sayı Yıl 2020 Cilt: 10 Sayı: 1

Kaynak Göster

APA Güzel Yüce, S., & Emir, G. (2020). An Evaluation of the English Language Teaching Textbooks within the Context of Culture of Thinking. Anadolu Journal of Educational Sciences International, 10(1), 583-628. https://doi.org/10.18039/ajesi.682060
AMA Güzel Yüce S, Emir G. An Evaluation of the English Language Teaching Textbooks within the Context of Culture of Thinking. AJESI. Ocak 2020;10(1):583-628. doi:10.18039/ajesi.682060
Chicago Güzel Yüce, Sibel, ve Gamze Emir. “An Evaluation of the English Language Teaching Textbooks Within the Context of Culture of Thinking”. Anadolu Journal of Educational Sciences International 10, sy. 1 (Ocak 2020): 583-628. https://doi.org/10.18039/ajesi.682060.
EndNote Güzel Yüce S, Emir G (01 Ocak 2020) An Evaluation of the English Language Teaching Textbooks within the Context of Culture of Thinking. Anadolu Journal of Educational Sciences International 10 1 583–628.
IEEE S. Güzel Yüce ve G. Emir, “An Evaluation of the English Language Teaching Textbooks within the Context of Culture of Thinking”, AJESI, c. 10, sy. 1, ss. 583–628, 2020, doi: 10.18039/ajesi.682060.
ISNAD Güzel Yüce, Sibel - Emir, Gamze. “An Evaluation of the English Language Teaching Textbooks Within the Context of Culture of Thinking”. Anadolu Journal of Educational Sciences International 10/1 (Ocak 2020), 583-628. https://doi.org/10.18039/ajesi.682060.
JAMA Güzel Yüce S, Emir G. An Evaluation of the English Language Teaching Textbooks within the Context of Culture of Thinking. AJESI. 2020;10:583–628.
MLA Güzel Yüce, Sibel ve Gamze Emir. “An Evaluation of the English Language Teaching Textbooks Within the Context of Culture of Thinking”. Anadolu Journal of Educational Sciences International, c. 10, sy. 1, 2020, ss. 583-28, doi:10.18039/ajesi.682060.
Vancouver Güzel Yüce S, Emir G. An Evaluation of the English Language Teaching Textbooks within the Context of Culture of Thinking. AJESI. 2020;10(1):583-628.