Comparison of critical thinking dispositions of gifted students in support education (enrolled with SACs) and formal education

Year 2022, Volume: 10 Issue: 4, 627 - 636, 30.12.2022

Osman Aslan

https://doi.org/10.17478/jegys.1212406

Abstract

Critical thinking is the ability of individuals to reason against events, facts, situations, and to analyze and evaluate problem situations. It is the ability to reveal the difference between the arguments between the lines and rhetoric while using elements such as reading, writing, speaking and listening, which are the four basic language skills. The main purpose of this research is to determine the critical thinking dispositions of primary school students diagnosed with special abilities. In line with this main purpose, the relationships between students' grade levels, gender, number of siblings, education levels of parents, whether students are gifted or not, their ability to express their thoughts in the family and their critical thinking tendencies will be revealed.
In the study, it will be structured using the survey model design, which is one of the quantitative research methods. With the survey model, the critical thinking tendencies of gifted primary school students will be determined in the research. In addition, the relationships between critical thinking dispositions and variables such as grade level, gender, number of siblings, education level of parents, ability to express their thoughts at home will also be examined. The study group of the research consisted of third and fourth grade students studying in the provinces and districts of Tokat and receiving education in Science and Art Centers with 55 special talents, and 187 students with average talent. Thus, a total of 242 students took part in the study group of the research. The data in the research were obtained by using the 'Critical Thinking Tendency Scale for Primary School Students' developed by Uluçınar and Akar (2021). Consisting of 18 items in total, the scale consists of four sub-dimensions. Alpha reliability coefficient of the scale was found .80. The data obtained in the research were analyzed with the help of SPSS package program. Before starting the analysis of the data, normality analyzes were made and as a result of the analysis, Independent Sample t-Test and ANOVA tests were used for the data showing normal distribution of the data. The Kruskal Wallis Test was applied to the data that were not normally distributed. According to the research findings, the critical thinking dispositions of the gifted students were at a good level. No statistically significant difference was found between the critical thinking dispositions of gifted students and the sub-dimensions of the scale, as well as their grade levels, gender status, number of siblings, and parental education status. A significant difference was found in favor of the gifted students between the Science and Art Center students who were diagnosed with special talent and those who continue their education in their regular schools. In addition, the critical thinking dispositions of special students who always express their thoughts in the family were significantly higher than those of the gifted students who sometimes express their thoughts.

Keywords

Critical thinking, Gifted, Student, Tendency, Thinking skills

References

• Akar, C., & Kara, M. (2016). The evaluation of 4th elementary school students' critical thinking skills in terms of some variables. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 5(3), 1339 – 1355.
• Alharbi, B. (2022). Saudi teachers’knowledge of critical thinking skills and their attitudes towards improvıng Saudi students’critical thinking skills. Problems of Education in the 21st Century, 80(3), 395-407.
• Ay Ş. & Akgöl, H. (2008). Critical thinking, gender, age and grade level. Kuramsal Eğitimbilim, 1(2), 65-75.
• Barell, J. (2003). Developing more curious minds. Alexandria: Association for Supervision and Curriculum Development.
• Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri (Scientific research methods). Pegem A.
• Costa, A. L. (Ed.). (2001). Developing minds: A resource book for teaching thinking (3rd ed.). Association for Supervision and Curriculum Development.
• Çalışkan, H. (2009). Effectiveness on crıtical thinking skills of inquiry-based learning approach in social studies teachıng. Kastamonu Eğitim Dergisi, 17(1), 57-70.
• Çıtak, E. A., & Uysal, G. (2012). Kavram analizi: eleştirel düşünme (Concept analysis: Critical thinking). Hemşirelikte Eğitim ve Araştırma Dergisi, 9(3), 3-9.
• Demir, M. K. (2006). İlköğretim dördüncü ve beşinci sınıf öğrencilerinin sosyal bilgiler derslerinde eleştirel düşünme düzeylerinin çeşitli değişkenler açısından incelenmesi (The research of fourth and fifth grade primary school students’ critical thinking levels ın social studies lessons according to different variables). Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 26(3), 155-170.
• Fajari, L. E. W. (2021). Critical thinking skills and their impacts on elementary school students. Malaysian Journal of Learning and Instruction, 18(2), 161-187.
• Güleç, S. (2020). Sosyal bilgiler eğitiminde problem çözme becerileri ve sosyal bilgiler öğretmenlerinin problem çözme becerileri (Problem solving skills in social studies education and problem solving skills of social studies teachers). Eğitim ve Öğretim Araştırmaları Dergisi, 8(3), 48.
• Heller, K. A. (2005). Education and counseling of the gifted and talented in Germany. International Journal for the Advencement Counseling, 7(2), 191-210.
• İskender, M. D., & Karadağ, A. (2015). Hemşirelik son sınıf öğrencilerinin eleştirel düşünme düzeylerinin belirlenmesi (Determining of critical thinking level of last year nursing students). Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 8(1), 3-11.
• Kahraman, T. (2008). İlköğretim 4. ve 5. sınıf öğrencilerinin eleştirel düşünme becerileri ile öğrenci algılarına göre öğretmenlerin sınıf içi demokratik davranış düzeyleri arasındaki ilişkinin incelenmesi. (Analysing the relation between 4th and 5th grade students’ critical thinking abilities and the teachers’ democratic behaviour levels in the according to students’ perception classroom). Master Thesis, Marmara University, Istanbul, Turkiye
• Kılıç, S. (2016). Cronbach'ın alfa güvenirlik katsayısı (Cronbach's alpha reliability coefficient). Journal of Mood Disorders, 6(1), 47-48.
• Köksal, N., & Çöğmen, S. (2018). Ortaokul öğrencilerinin eleştirel düşünme ve iletişim becerileri (Critical thinking and communication skills of secondary school students). Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 44(44), 278-296.
• Köksal, M. S., Göğsu, D., & Akkaya, G. (2017). Türkiye’de özel yeteneklilere neyi, nasıl öğretmeli ve öğrenmeyi nasıl değerlendirmeli?: Bir paydaşlar görüşü çalışması (What should be taught? How should be taught? And how learning should be evaluated?: a study of stakeholder ideas about educatıon of gifted students in Turkey). Uluslararası Türk Eğitim Bilimleri Dergisi, 2017(9), 190-203.
• Lipman, M. (2003). Thinking in education (2nd ed.). Cambridge University Press.
• Milli Eğitim Bakanlığı- Mİnistry of National Edocation of Turkiye (2019). Türkçe dersi öğretim programı (Turkish lesson curriculum). MEB.
• Ocak, İ., & Kutlu Kalander, M. D. (2017). 6. sınıf öğrencilerinin eleştirel düşünme becerilerinin çeşitli değişkenler açısından incelenmesi (Kütahya ili örneği) (Investigation of 6th grade students' critical thinking skills terms of various variables (Kütahya sample)). Kastamonu Üniversitesi Kastamonu Eğitim Dergisi, 25(4), 1587-1600.
• Renzulli, J. S. (2005). The three-ring conception of giftedness: A developmental model for promoting creative producivity. Retrieved from http://www.gifted.uconn.edu/sem/pdf in 23.12.2016.
• Saçlı, F., & Demirhan, F. (2008). Beden eğitimi ve spor öğretmenliği programında öğrenim gören öğrencilerin eleştirel düşünme düzeylerinin saptanması ve karşılaştırılması (Beden eğitimi ve spor öğretmenliği programında öğrenim gören öğrencilerin eleştirel düşünme düzeylerinin saptanması ve karşılaştırılması). Spor Bilimleri Dergisi, 19(2), 92-110.
• Tümkaya, S. (2011). Fen bilimleri öğrencilerinin eleştirel düşünme eğilimleri ve öğrenme stillerinin incelenmesi (Comparison of college science major students’ learning styles and critical thinking disposition). Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12(3), 215-234.
• Türnüklü, E. B., & Yeşildere, S. (2005). Problem, problem çözme ve eleştirel düşünme (Problem, problem solving and critical thinking). Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 25(3), 107-123.
• Uluçınar, U. ve Akar, C. (2021). The critical thinking dispositions scale for elementary school students: a study of scale development. Üçüncü Sektör Sosyal Ekonomi Dergisi, 56(3), 2031-2047. doi: 10.15659/3.sektor-sosyal ekonomi.21.09.1673.
• Yıldırım, H. İ., & Şensoy, Ö. (2011). İlköğretim 7. sınıf öğrencilerinin eleştirel düşünme eğilimi üzerine eleştirel düşünme becerilerini temel alan fen öğretiminin etkisi (The effect of science instruction based on critical thinking skills on critical thinking disposition of the 7th grade primary school students). Kastamonu Eğitim Dergisi, 19(2), 523-540.
• Ziegler, A., & Stöger, H. (2004). Identification based on enter within the conceptual frame of the Actiotope Model of giftedness. Psychology Science, 46(3), 324-341.