Investigation of The Reasoning Styles of The University Students

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

Volkan Duran , Bayram Özer

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. 

Anahtar Kelimeler

Descriptions , Culture , Perception

Investigation of The Reasoning Styles of The University Students

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. 

Anahtar Kelimeler

Descriptions , Culture , Perception , Reasoning Styles

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