Araştırma Makalesi
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Investigation of The Reasoning Styles of The University Students

Yıl 2017, Cilt: 1 Sayı: 1, 37 - 61, 01.07.2017

Öz

Humans mostly don’t perceive
reality as it is in some cases. The educational background, learning readiness,
motivations, selective memory, cultural background, environmental, biological
factors may affect the perception and interpretation of the data from
surroundings in this sense. Creative thinking can be regarded among these
factors for the interpretation of the data and converting them into ideas in
this respect. Creativity can be defined as an ability to change, combine or use
ideas or products in different situations, contexts to produce original outcomes
with respect to the context, culture or history of creative individual that are
located. Creative thinking skill has dimensions such as developing detailed
ideas and enrichment, finding unique solutions to the problems, and having a
holistic view.



The research is qualitative
research based on case study design. The data collection technique was focus
group interview and the data collection tool is a semi-structured interview
forms consisting from pictures about the warriors. In the first part of the research
participants were briefly informed about the aim of the research. Inthe second
part the questionnaire was delivered students.  The questionnaire consisting of pictures
regarding those three warriors in which participants choose one picture among
different representations for each warriors. Hence they chose the warrior image
fitting their own previous knowledge and image of them. The population was
selected by simple random sampling. The population of this research consists of
157 students from 4’th grade from Psychological Counselling And Guidance
Department. A qualitative descriptive analysis approach was used to analyse the
data obtained from this research. In the analysis of data, answers are classified
based on the dimensions of perceptions as concrete or abstract. Finally, the
pictures they chose from the last part of the sheets and their descriptions are
categorized under similar themes. The results of the analysis of pictures are
compared and analysed in terms of the answers from survey questions at the end. 

Kaynakça

  • Akkoyunlu, B. Altun, A. Soylu, M. Y. (2008). Öğretim Tasarımı, Maya Akademi, Ankara.
  • Bueno, O. (2012) Styles of reasoning: A pluralist view, Studies in History and Philosophy of Science 43, 657–665
  • Duran, V. (2014) The Investigation of the hypothetic-creative reasoning skills of the teacher trainees in terms of their scientific epistemological beliefs, learning styles and their demographic characteristics, Master's Thesis, Muğla Sıtkı Koçman University, Muğla
  • Duran, V. (2015). The Development of Hypothetico-Creativite Reasoning Skills Inventory, Presented in International Congress on Education for Future: Issues and Challanges, (ICEFIC),Abstract Book 227-228, AnkaraUniversity Publishing, https://www.academia.edu/19775202/The_Development_of_HypotheticoCreative_Reasoning_Skills_Inventory (Accessed, 09.07.16)
  • Gelen, İ. Duran, V. Ozer, B. (2016). Investigation of Hypothetico-Creative Reasoning
  • Skills of Teacher Trainees in Terms of Their Thinking, Khazar Journal of Humanities and Social Sciences Volume 19, Number 3, 82-110.
  • Lawson, A.E. (1995) Science Teaching and Development of Thinking. Belmont, CL: Wadsword Publishing Company, New York.
  • McCarthy, B. (1982). “Improving Staff Development Through CBAM and 4MAT”. Educational Leadership. 40(1), (20-25).
  • Ishiyamaa, J.T., Wingoa, K.T.,Arteagab,S.S.,Hernandezc, C.M.(2001) Liberal undergraduate education and reasoning styles: using political scenarios in student assessment, The Social Science Journal 38, 125–135
  • İşcan, C. D. (2007) İlköğretim Düzeyinde Değerler Eğitimi Programinin Etkililiği,Yayımlanmamış Doktora Tezi, Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Eğitim Programları ve Öğretim Anabilim Dalı, Ankara
  • Ruphy,S. (2011). From Hacking’s Plurality of Styles of Scientific Reasoning to “Foliated” Pluralism: A Philosophically Robust Form of Ontologico-Methodological Pluralism, Philosophy of Science Vol. 78, No. 5, pp. 1212-1222
  • Senemoğlu, N. (2009) Gelişim Öğrenme ve Öğretim, Pegem Akademi, Ankara.
  • Sylvan D. A., Ostrom, T. M., & Gannon, K. (1994). Case-based, model-based and explanation- based styles of reasoning in foreign policy. International Studies Quarterly, 38:61–90.
  • Winter, R.G. (2012). Interweaving categories: Styles, paradigms, and models, Studies in History and Philosophy of Science Part A Volume 43, Issue 4, Pages 628–639
  • Zhang, L. (2001). Do Thinking Styles Contribute to Academic Achievement Beyond Selfrated Abilities?. The Journal of Psychology. Provincetown, Kasım, 135 (5), 547-561.
  • Zhang, L. F., Sternberg, R. J., Rayner, S. (2002). Culture and Intellectual Styles Milestones, and Agenda, Handbook of Intellectual Styles Preferences inCognition, Learning, and
  • Thinking(Edts. Zhang,L.F., Sternberg,R. J., Rayner, S.) New York: Springer Publishing Company
  • Zhang, L. F., and Sternberg, R. J. (2005). A threefold model of intellectual styles.Educational
  • Psychology Review, 17(1), 1–53.
  • Zhang, L. ve Sternberg, R.t J. (2006). The Nature of Intellectual Styles. Lawrence Erlbaum Associates. Mahwah, New Jersy

Investigation of The Reasoning Styles of The University Students

Yıl 2017, Cilt: 1 Sayı: 1, 37 - 61, 01.07.2017

Öz

Humans mostly don’t perceive
reality as it is in some cases. The educational background, learning readiness,
motivations, selective memory, cultural background, environmental, biological
factors may affect the perception and interpretation of the data from
surroundings in this sense. Creative thinking can be regarded among these
factors for the interpretation of the data and converting them into ideas in
this respect. Creativity can be defined as an ability to change, combine or use
ideas or products in different situations, contexts to produce original outcomes
with respect to the context, culture or history of creative individual that are
located. Creative thinking skill has dimensions such as developing detailed
ideas and enrichment, finding unique solutions to the problems, and having a
holistic view.



The
research is qualitative research based on case study design. The data
collection technique was focus group interview and the data collection tool is
a semi-structured interview forms consisting from pictures about the warriors.
In the first part of the research participants were briefly informed about the
aim of the research. Inthe second part the questionnaire was delivered students.
 The questionnaire consisting of pictures
regarding those three warriors in which participants choose one picture among
different representations for each warriors. Hence they chose the warrior image
fitting their own previous knowledge and image of them. The population was
selected by simple random sampling. The population of this research consists of
157 students from 4’th grade from Psychological Counselling And Guidance
Department. A qualitative descriptive analysis approach was used to analyse the
data obtained from this research. In the analysis of data, answers are classified
based on the dimensions of perceptions as concrete or abstract. Finally, the
pictures they chose from the last part of the sheets and their descriptions are
categorized under similar themes. The results of the analysis of pictures are
compared and analysed in terms of the answers from survey questions at the end. 

Kaynakça

  • Akkoyunlu, B. Altun, A. Soylu, M. Y. (2008). Öğretim Tasarımı, Maya Akademi, Ankara.
  • Bueno, O. (2012) Styles of reasoning: A pluralist view, Studies in History and Philosophy of Science 43, 657–665
  • Duran, V. (2014) The Investigation of the hypothetic-creative reasoning skills of the teacher trainees in terms of their scientific epistemological beliefs, learning styles and their demographic characteristics, Master's Thesis, Muğla Sıtkı Koçman University, Muğla
  • Duran, V. (2015). The Development of Hypothetico-Creativite Reasoning Skills Inventory, Presented in International Congress on Education for Future: Issues and Challanges, (ICEFIC),Abstract Book 227-228, AnkaraUniversity Publishing, https://www.academia.edu/19775202/The_Development_of_HypotheticoCreative_Reasoning_Skills_Inventory (Accessed, 09.07.16)
  • Gelen, İ. Duran, V. Ozer, B. (2016). Investigation of Hypothetico-Creative Reasoning
  • Skills of Teacher Trainees in Terms of Their Thinking, Khazar Journal of Humanities and Social Sciences Volume 19, Number 3, 82-110.
  • Lawson, A.E. (1995) Science Teaching and Development of Thinking. Belmont, CL: Wadsword Publishing Company, New York.
  • McCarthy, B. (1982). “Improving Staff Development Through CBAM and 4MAT”. Educational Leadership. 40(1), (20-25).
  • Ishiyamaa, J.T., Wingoa, K.T.,Arteagab,S.S.,Hernandezc, C.M.(2001) Liberal undergraduate education and reasoning styles: using political scenarios in student assessment, The Social Science Journal 38, 125–135
  • İşcan, C. D. (2007) İlköğretim Düzeyinde Değerler Eğitimi Programinin Etkililiği,Yayımlanmamış Doktora Tezi, Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Eğitim Programları ve Öğretim Anabilim Dalı, Ankara
  • Ruphy,S. (2011). From Hacking’s Plurality of Styles of Scientific Reasoning to “Foliated” Pluralism: A Philosophically Robust Form of Ontologico-Methodological Pluralism, Philosophy of Science Vol. 78, No. 5, pp. 1212-1222
  • Senemoğlu, N. (2009) Gelişim Öğrenme ve Öğretim, Pegem Akademi, Ankara.
  • Sylvan D. A., Ostrom, T. M., & Gannon, K. (1994). Case-based, model-based and explanation- based styles of reasoning in foreign policy. International Studies Quarterly, 38:61–90.
  • Winter, R.G. (2012). Interweaving categories: Styles, paradigms, and models, Studies in History and Philosophy of Science Part A Volume 43, Issue 4, Pages 628–639
  • Zhang, L. (2001). Do Thinking Styles Contribute to Academic Achievement Beyond Selfrated Abilities?. The Journal of Psychology. Provincetown, Kasım, 135 (5), 547-561.
  • Zhang, L. F., Sternberg, R. J., Rayner, S. (2002). Culture and Intellectual Styles Milestones, and Agenda, Handbook of Intellectual Styles Preferences inCognition, Learning, and
  • Thinking(Edts. Zhang,L.F., Sternberg,R. J., Rayner, S.) New York: Springer Publishing Company
  • Zhang, L. F., and Sternberg, R. J. (2005). A threefold model of intellectual styles.Educational
  • Psychology Review, 17(1), 1–53.
  • Zhang, L. ve Sternberg, R.t J. (2006). The Nature of Intellectual Styles. Lawrence Erlbaum Associates. Mahwah, New Jersy
Toplam 20 adet kaynakça vardır.

Ayrıntılar

Konular Eğitim Üzerine Çalışmalar
Bölüm Eğitim Bilimleri
Yazarlar

Volkan Duran

Bayram Özer

Yayımlanma Tarihi 1 Temmuz 2017
Gönderilme Tarihi 4 Nisan 2017
Kabul Tarihi 24 Haziran 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 1 Sayı: 1

Kaynak Göster

APA Duran, V., & Özer, B. (2017). Investigation of The Reasoning Styles of The University Students. Disiplinlerarası Eğitim Araştırmaları Dergisi, 1(1), 37-61.

The Aim of The Journal

The Journal of Interdisciplinary Educational Researches (JIER) published by the Interdisciplinary Educational and Research Association (JIER)A) is an internationally eminent journal.

JIER, a nonprofit, nonprofit NGO, is concerned with improving the education system within the context of its corporate objectives and social responsibility policies. JIER, has the potential to solve educational problems and has a strong gratification for the contributions of qualified scientific researchers.

JIER has the purpose of serving the construction of an education system that can win the knowledge and skills that each individual should have firstly in our country and then in the world. In addition, JIER serves to disseminate the academic work that contributes to the professional development of teachers and academicians, offering concrete solutions to the problems of all levels of education, from preschool education to higher education.

JIER has the priority to contribute to more qualified school practices. Creating and managing content within this context will help to advance towards the goal of being a "focus magazine" and "magazine school", and will also form the basis for a holistic view of educational issues. It also acts as an intermediary in the production of common mind for sustainable development and education