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Training of Critical Thinking Skills in Teacher Candidates and Placebo Effect: A Quasi-Experimental Study

Yıl 2016, Cilt: 16 Sayı: 63, 0 - 0, 15.04.2016

Öz

Problem Statement: In recent years many different studies have examined
critical thinking disposition; however, these studies focus on investigating
the variables that are related to this subject. There are actually few
empirical studies in the literature. It is clear that there is a need for
experimental research in order to comprehend the process of critical
thinking in-depth.
Purpose of the Study: This study investigates the contrastive effect of an
experimental program and the placebo effect on the improvement of
critical thinking disposition of university students.
Method: Sixty-three participants from the students of Arabic Language
Education in the Faculty of Education in Adiyaman University were
divided into three classes as experiment, placebo, and control groups, each
of which consisted of 21 participants. As the placement was on an already
existing class system, the study was conducted using a quasi-experimental
design. In the experiment group, an eight-week program, which was
developed by researchers, was applied. The study was carried out in the
last 10 to 15 minutes of Educational Psychology lessons. In the placebo
group a positive atmosphere was provided in the class and the students
were motivated toward critical thinking by being informed about the
necessities of it, and in the control group no applications were used.
California Critical Thinking Disposition Inventory, which was adapted into Turkish by Kokdemir in 2003, was used to assess the critical thinking skills of the participants. SPSS 20.0 was used to analyze data. Variance analysis, independent samples t-test and Ancova analysis were used to examine the data. Findings and Results: Independent samples t-test results pointed out that there was not a significant difference between male and female participants. Variance analysis conducted for age variables produced no significant difference between the groups. It was found that the highest improvement in critical thinking disposition of teacher candidates was observed in the placebo group, and the experimental group ranked second; however, Ancova analysis showed that there were no significant differences between the experiment, the placebo and the control groups’ posttests. Conclusion and Recommendations: Age, gender, and groups of the student were observed as not being significant variables in critical thinking disposition at the end of the study. Within the study, it is an important finding that merely the effort for creating a positive atmosphere in the placebo group induces a better level of improvement than the experiment group where activity and practice were made possible. Findings were discussed based on the relevant literature. Keywords: Thinking, critical thinking, placebo effect, teacher candidates

Kaynakça

  • Adam, A., & Manson, T. (2014). Using a pseudoscience activity to teach critical thinking. Teaching of Psychology, 41(2), 130-134. Aksoy, B. (2003). Problem cozme yonteminin cevre egitiminde uygulanmasi [Problem solving method and applications to environmental education]. Pamukkale Universitesi Egitim Bilimleri Dergisi, 2(14), 83-98.
  • Alkin Sahin, S., Tunca, N., & Ulubey , O. (2014). The relationship between pre-service teachers’ educational beliefs and their critical thinking tendencies. Elementary Education Online, 13(4), 1473-1492.
  • Arsal, Z. (2015). The effects of microteaching on the critical thinking dispositions of pre-service teachers. Australian Journal of Teacher Education, 40(3), 140-153. Aybek, B. (2007). Konu ve beceri temelli elestirel dusunme ogretiminin ogretmen adaylarinin elestirel dusunme egilimi ve duzeylerine etkisi [Effect of skill and content based critical thinking training on teacher candidades critical thinking dispositions and extend]. Cukurova Universitesi Sosyal Bilimler Enstitusu Dergisi, 16(2), 43-60.
  • Bagci, H., Sahbaz, N. K. (2012). Turkce ogretmeni adaylarinin elestirel dusunme becerileri uzerine bir degerlendirme [An analysis of the Turkish teacher candidates]. Mersin Universitesi Egitim Fakultesi Dergisi, 8(1), 1-12
  • Bayat, N. (2014). The relationship between prospective teachers’ levels of critical thinking and their success in academic writing. Education and Science, 39(173), 155-169. Cohen, M. (1993). Making critical thinking a classroom reality. Political Science and Politics, 26(2), 241-244. Coskun, M. (2013). Din kulturu ve ahlak bilgisi ogretmen adaylarinin elestirel dusunme egilimleri [Critical thinking level and dispositions of pre-service teachers of religious culture and ethics knowledge] (Ilahiyat- Egitim DKAB karsilastirmasi). Ataturk Universitesi Sosyal Bilimler Enstitusu Dergisi, 17(1), 143-162. Emir, S. (2012). Egitim fakultesi ogrencilerinin elestirel dusunme egilimleri [Critical dispositions of education faculty students]. Hasan Ali Yucel Egitim Fakultesi Dergisi, 17, 34-57. Hamurcu, H., Gunay, Y., & Akamca, G. (2005). Fen bilgisi ve sinif ogretmenligi anabilim dali ogrencilerinin elestirel dusunme egilimi profilleri [Profiles of
  • critical thinking dispositions of science and class teacher candidates]. Eurasian Journal of Educational Research, 20, 147-157.
  • Karadeniz, A., & Gursoy, U. (2014). Modern metin cozumleme yontemlerinin elestirel dusunme, yaratici dusunme ve problem cozme becerilerine etkisi [The effect of modern text analysis on critical thinking, creative thinking and problem solving skills]. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi (KEFAD), 15(2), 99-117.
  • Karakas, E. (2014). Siniftan cevaplarla cikiyoruz! [Leaving the classroom with questions in mind]. Star Gazete. Retrieved 05 May 2015, from http://haber.star.com.tr/yazar/siniftan-cevaplarla-cikiyoruz/yazi-910186.
  • Karasakaloglu, N., Saracaloglu, S. & Yilmaz Ozelci, S. (2012). Turkce ogretmeni adaylarinin okuma stratejileri, elestirel dusunme tutumlari ve ust bilissel yeterlilikleri [Turkish prospective teachers’ reading strategies, critical thinking attitudes and metacognitive conpetencies]. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi, 13(1), 207-221.
  • Kartal, T. (2012) Ilkogretim fen bilgisi ogretmen adaylarinin elestirel dusunme egilimlerinin incelenmesi [An investigation of primary science teachers’ critical thinking dispositions]. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi, 13(2), 279-297.
  • Kong, S. C. (2015). An experience of a three-year study on the development of critical thinking skills in flipped secondary classrooms with pedagogical and technological support. Computers & Education(89), 16-31. Korkmaz, O. (2009a). Egitim fakultelerinin ogrencilerinin elestirel dusunme egilim ve duzeylerine etkisi [The influence of education faculties on students’ critical thinking level and disposition]. Turk Egitim Bilimleri Dergisi, 7(4), 879-902. Korkmaz, O. (2009b). Ogretmenlerin elestirel dusunme egilim ve duzeyleri [Teachers’ critical thinking level and dispositions]. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi (KEFAD), 10(1), 1-13. Kokdemir, D. (2003). Belirsizlik durumlarinda karar verme ve problem cozme [Problem solving and decision making under uncertainty]. (Doktora Tezi), Ankara Universitesi, Ankara.
  • Piji Kucuk, D., Uzun, Y. B. (2013). Muzik Ogretmeni Adaylarinin Elestirel Dusunme Egilimleri [Critical thinking dispositions of music teacher candidates]. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi, 14(1), 327-345.
  • Polat, S. (2015). Content analysis of the studies in turkey on the ability of chritical thinking. Educational Sciences: Theory & Practice, 15(3), 659-670.
  • Rezaei Kargar, F., Ajilchi, B., Kalantar Choreishi, M., & Zohoori Zangene, Z. (2013). The effect of teaching critical and creative thinking skills on the locus of control and psychological well-being in adolescents. Procedia - Social and Behavioral Sciences, 82, 51-56. Seferoglu, S., & Akbiyik, C. (2006). Elestirel dusunme ve ogretimi [Teaching critical thinking]. Hacettepe Egitim Fakultesi Dergisi, 30, 193-200. Sengul, C., & Ustundag, T. (2009). Fizik ogretmenlerinin elestirel dusunme egilimi duzeyleri ve duzenledikleri etkinliklerde elestirel dusunmenin yeri [Critical thinking disposition levels of physics teachers and state of critical thinking in classroom activities]. Hacettepe Universitesi Egitim Fakultesi Dergisi, 36, 237-248. Tok, E., Sevinc, M. (2010). Dusunme becerileri egitiminin elestirel dusunme ve problem cozme becerilerine etkisi [The effect of thinking skills education on the critical thinking and problem solving skills of preschool teacher candidates]. Pamukkale Universitesi Egitim Fakultesi Dergisi, 27, 67-82.
  • Tumkaya, Songul. (2011). Fen bilimleri ogrencilerinin elestirel dusunme egilimleri ve ogrenme stillerinin incelenmesi [Comparison of college science major students’ learning styles and critical thinking disposition]. Ahi Evran Universitesi Egitim Fakultesi Dergisi, 12(3), 215-234. Ulucan, H., Turkcapar, U., & Cihan, B. (2011). Beden egitimi ogretmenlerinin elestirel dusunme egilim ve duzeyleri [Critical thinking disposition and level of physical education teachers]. Ataturk Journal of Physical Education and Sport Sciences (Atabesbd), 13(2), 42-52.
Yıl 2016, Cilt: 16 Sayı: 63, 0 - 0, 15.04.2016

Öz

Kaynakça

  • Adam, A., & Manson, T. (2014). Using a pseudoscience activity to teach critical thinking. Teaching of Psychology, 41(2), 130-134. Aksoy, B. (2003). Problem cozme yonteminin cevre egitiminde uygulanmasi [Problem solving method and applications to environmental education]. Pamukkale Universitesi Egitim Bilimleri Dergisi, 2(14), 83-98.
  • Alkin Sahin, S., Tunca, N., & Ulubey , O. (2014). The relationship between pre-service teachers’ educational beliefs and their critical thinking tendencies. Elementary Education Online, 13(4), 1473-1492.
  • Arsal, Z. (2015). The effects of microteaching on the critical thinking dispositions of pre-service teachers. Australian Journal of Teacher Education, 40(3), 140-153. Aybek, B. (2007). Konu ve beceri temelli elestirel dusunme ogretiminin ogretmen adaylarinin elestirel dusunme egilimi ve duzeylerine etkisi [Effect of skill and content based critical thinking training on teacher candidades critical thinking dispositions and extend]. Cukurova Universitesi Sosyal Bilimler Enstitusu Dergisi, 16(2), 43-60.
  • Bagci, H., Sahbaz, N. K. (2012). Turkce ogretmeni adaylarinin elestirel dusunme becerileri uzerine bir degerlendirme [An analysis of the Turkish teacher candidates]. Mersin Universitesi Egitim Fakultesi Dergisi, 8(1), 1-12
  • Bayat, N. (2014). The relationship between prospective teachers’ levels of critical thinking and their success in academic writing. Education and Science, 39(173), 155-169. Cohen, M. (1993). Making critical thinking a classroom reality. Political Science and Politics, 26(2), 241-244. Coskun, M. (2013). Din kulturu ve ahlak bilgisi ogretmen adaylarinin elestirel dusunme egilimleri [Critical thinking level and dispositions of pre-service teachers of religious culture and ethics knowledge] (Ilahiyat- Egitim DKAB karsilastirmasi). Ataturk Universitesi Sosyal Bilimler Enstitusu Dergisi, 17(1), 143-162. Emir, S. (2012). Egitim fakultesi ogrencilerinin elestirel dusunme egilimleri [Critical dispositions of education faculty students]. Hasan Ali Yucel Egitim Fakultesi Dergisi, 17, 34-57. Hamurcu, H., Gunay, Y., & Akamca, G. (2005). Fen bilgisi ve sinif ogretmenligi anabilim dali ogrencilerinin elestirel dusunme egilimi profilleri [Profiles of
  • critical thinking dispositions of science and class teacher candidates]. Eurasian Journal of Educational Research, 20, 147-157.
  • Karadeniz, A., & Gursoy, U. (2014). Modern metin cozumleme yontemlerinin elestirel dusunme, yaratici dusunme ve problem cozme becerilerine etkisi [The effect of modern text analysis on critical thinking, creative thinking and problem solving skills]. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi (KEFAD), 15(2), 99-117.
  • Karakas, E. (2014). Siniftan cevaplarla cikiyoruz! [Leaving the classroom with questions in mind]. Star Gazete. Retrieved 05 May 2015, from http://haber.star.com.tr/yazar/siniftan-cevaplarla-cikiyoruz/yazi-910186.
  • Karasakaloglu, N., Saracaloglu, S. & Yilmaz Ozelci, S. (2012). Turkce ogretmeni adaylarinin okuma stratejileri, elestirel dusunme tutumlari ve ust bilissel yeterlilikleri [Turkish prospective teachers’ reading strategies, critical thinking attitudes and metacognitive conpetencies]. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi, 13(1), 207-221.
  • Kartal, T. (2012) Ilkogretim fen bilgisi ogretmen adaylarinin elestirel dusunme egilimlerinin incelenmesi [An investigation of primary science teachers’ critical thinking dispositions]. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi, 13(2), 279-297.
  • Kong, S. C. (2015). An experience of a three-year study on the development of critical thinking skills in flipped secondary classrooms with pedagogical and technological support. Computers & Education(89), 16-31. Korkmaz, O. (2009a). Egitim fakultelerinin ogrencilerinin elestirel dusunme egilim ve duzeylerine etkisi [The influence of education faculties on students’ critical thinking level and disposition]. Turk Egitim Bilimleri Dergisi, 7(4), 879-902. Korkmaz, O. (2009b). Ogretmenlerin elestirel dusunme egilim ve duzeyleri [Teachers’ critical thinking level and dispositions]. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi (KEFAD), 10(1), 1-13. Kokdemir, D. (2003). Belirsizlik durumlarinda karar verme ve problem cozme [Problem solving and decision making under uncertainty]. (Doktora Tezi), Ankara Universitesi, Ankara.
  • Piji Kucuk, D., Uzun, Y. B. (2013). Muzik Ogretmeni Adaylarinin Elestirel Dusunme Egilimleri [Critical thinking dispositions of music teacher candidates]. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi, 14(1), 327-345.
  • Polat, S. (2015). Content analysis of the studies in turkey on the ability of chritical thinking. Educational Sciences: Theory & Practice, 15(3), 659-670.
  • Rezaei Kargar, F., Ajilchi, B., Kalantar Choreishi, M., & Zohoori Zangene, Z. (2013). The effect of teaching critical and creative thinking skills on the locus of control and psychological well-being in adolescents. Procedia - Social and Behavioral Sciences, 82, 51-56. Seferoglu, S., & Akbiyik, C. (2006). Elestirel dusunme ve ogretimi [Teaching critical thinking]. Hacettepe Egitim Fakultesi Dergisi, 30, 193-200. Sengul, C., & Ustundag, T. (2009). Fizik ogretmenlerinin elestirel dusunme egilimi duzeyleri ve duzenledikleri etkinliklerde elestirel dusunmenin yeri [Critical thinking disposition levels of physics teachers and state of critical thinking in classroom activities]. Hacettepe Universitesi Egitim Fakultesi Dergisi, 36, 237-248. Tok, E., Sevinc, M. (2010). Dusunme becerileri egitiminin elestirel dusunme ve problem cozme becerilerine etkisi [The effect of thinking skills education on the critical thinking and problem solving skills of preschool teacher candidates]. Pamukkale Universitesi Egitim Fakultesi Dergisi, 27, 67-82.
  • Tumkaya, Songul. (2011). Fen bilimleri ogrencilerinin elestirel dusunme egilimleri ve ogrenme stillerinin incelenmesi [Comparison of college science major students’ learning styles and critical thinking disposition]. Ahi Evran Universitesi Egitim Fakultesi Dergisi, 12(3), 215-234. Ulucan, H., Turkcapar, U., & Cihan, B. (2011). Beden egitimi ogretmenlerinin elestirel dusunme egilim ve duzeyleri [Critical thinking disposition and level of physical education teachers]. Ataturk Journal of Physical Education and Sport Sciences (Atabesbd), 13(2), 42-52.
Toplam 15 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Betul Demırbag Bu kişi benim

Ali Unısen Bu kişi benim

Abdullah Yesılyurt Bu kişi benim

Yayımlanma Tarihi 15 Nisan 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 16 Sayı: 63

Kaynak Göster

APA Demırbag, B., Unısen, A., & Yesılyurt, A. (2016). Training of Critical Thinking Skills in Teacher Candidates and Placebo Effect: A Quasi-Experimental Study. Eurasian Journal of Educational Research, 16(63).
AMA Demırbag B, Unısen A, Yesılyurt A. Training of Critical Thinking Skills in Teacher Candidates and Placebo Effect: A Quasi-Experimental Study. Eurasian Journal of Educational Research. Eylül 2016;16(63).
Chicago Demırbag, Betul, Ali Unısen, ve Abdullah Yesılyurt. “Training of Critical Thinking Skills in Teacher Candidates and Placebo Effect: A Quasi-Experimental Study”. Eurasian Journal of Educational Research 16, sy. 63 (Eylül 2016).
EndNote Demırbag B, Unısen A, Yesılyurt A (01 Eylül 2016) Training of Critical Thinking Skills in Teacher Candidates and Placebo Effect: A Quasi-Experimental Study. Eurasian Journal of Educational Research 16 63
IEEE B. Demırbag, A. Unısen, ve A. Yesılyurt, “Training of Critical Thinking Skills in Teacher Candidates and Placebo Effect: A Quasi-Experimental Study”, Eurasian Journal of Educational Research, c. 16, sy. 63, 2016.
ISNAD Demırbag, Betul vd. “Training of Critical Thinking Skills in Teacher Candidates and Placebo Effect: A Quasi-Experimental Study”. Eurasian Journal of Educational Research 16/63 (Eylül 2016).
JAMA Demırbag B, Unısen A, Yesılyurt A. Training of Critical Thinking Skills in Teacher Candidates and Placebo Effect: A Quasi-Experimental Study. Eurasian Journal of Educational Research. 2016;16.
MLA Demırbag, Betul vd. “Training of Critical Thinking Skills in Teacher Candidates and Placebo Effect: A Quasi-Experimental Study”. Eurasian Journal of Educational Research, c. 16, sy. 63, 2016.
Vancouver Demırbag B, Unısen A, Yesılyurt A. Training of Critical Thinking Skills in Teacher Candidates and Placebo Effect: A Quasi-Experimental Study. Eurasian Journal of Educational Research. 2016;16(63).