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Üniversite Öğrencilerinin Eleştirel Düşünme Engellerinin Bazı Değişkenler Açısından İncelenmesi (Fırat Üniversitesi Örneği)

Yıl 2020, , 219 - 234, 31.12.2020
https://doi.org/10.34137/jilses.790840

Öz

Eleştirel düşünebilme 21. yüzyıl eğitim ortamlarının yaşamsal becerisidir. Bu becerinin yükseköğretim kurumlarındaki gerekliliği yapılan araştırmalarla ispatlanmıştır. Bu denli önemle üzerinde durulan bu becerinin hâlihazırda üniversite kademesine gelmiş öğrencilerde istenilen düzeyde bulunmadığı da açıktır. Bu durumda öğrencilerin eleştirel düşünebilmelerinin önündeki engelleri ortaya çıkarmak bu durumu netleştirmek ve çözüm önerileri geliştirebilmek noktasında önem arz etmektedir. Bu noktadan yola çıkarak tarama modelinde tasarlan araştırmanın veri toplama aracı olarak Semerci vd. tarafından geliştirilen ELDEN ölçeği kullanılmıştır. Araştırmanın çalışma grubunu Fırat Üniversitesi Batı Dilleri ve Edebiyatları Bölümünde okuyan 330 öğrenci oluşturmaktadır. Araştırma kapsamında, öğrencilerin eleştirel düşünme engelleri düzeyi belirlemek üzere betimsel istatistiksel işlemler uygulanmıştır. Öte yandan eleştirel düşünme engellerinin bazı değişkenler bazında ne derece değişiklik gösterdiğini belirlemek için de bağımsız gruplar t testi ve tek yönü varyans analizi yapılmıştır. Araştırmanın sonuçları aşağıdaki gibidir:
Katılımcıların eleştirel düşünme engelleri düzeyinin orta derecede olduğu anlaşılmıştır. İngiliz Dili ve Edebiyatı Bölümünde okuyan öğrencilerin diğer bölümde okuyan öğrencilere oranla daha fazla eleştirel düşünme engeline sahip oldukları tespit edilmiştir. Eleştirel düşünme engelleri düzeyi cinsiyete göre farklılaşmamaktadır. Son olarak da eleştirel düşünme engelleri yaş değişkeni bağlamında değişiklik göstermektedir.

Kaynakça

  • Abrami,P.C.,Bernard,R.M.,Borokhovski,E.,Wade,A.,Surkes,M.A.,Tamim,R.,etal.(2008).Instructional interventions affecting CT skills and dispositions: A stage 1 meta-analysis. Review of Educational Research, 78(4), 1102–1134.
  • Aikin, S. F., & Talisse, R. B. (2014). Why we argue (and how we should). New York: Routledge.
  • Aliakbari, M., & Sadeghdaghighi, A. (2011). Investigation of the relationship between gender, field of study, and critical thinking skill: the case of Iranian students. Proceedings of the 16th Conference of PanPacific Association of Applied Linguistics.
  • Akar, Ü. (2007). Öğretmen Adaylarının Bilimsel Süreç Becerileri ve Eleştirel Düşünme Beceri Düzeyleri Arasındaki İlişki. Yayımlanmamış yüksek lisans Tezi, Afyon Kocatepe Üniversitesi Sosyal Bilimler Enstitüsü.
  • Arcidiacono, P., Bayer, P., & Hizmo, A. (2010). Beyond signaling and human capital: Education and the revelation of ability. American Economic Journal: Applied Economics, 2(4), 76–104.
  • Arum, R., & Roska, J. (2011). Limited learning on college campuses. Society, 48, 203–207.
  • Behar-Horenstein, L., and Niu. L. (2011). “Teaching Critical Thinking Skills in Higher Education: A Review of the Literature.” Journal of College Teaching and Learning 8 (2), 25–42.
  • Bezanilla, M.J., Fernández-Nogueira,D., Poblete, M.,and Galindo-Domínguez, H. (2019). Methodologies for teaching-learning critical thinking in higher education: The teacher’s view. Thinking Skills and Creativity, 33,(2019),100584,1-10.
  • Blackmore,J.(2001). Universities in crisis? Knowledge economies, emancipatory pedagogies, and the critical intellectual. Educational Theory, 51(3), 353–370.
  • Büyüköztürk, Ş., Çakmak, E., Akgün, Ö., Karadeniz, Ş., Demirel, F. (2008). Bilimsel Araştırma Yöntemleri, Ankara: Pegem Akademi.
  • Cottrell, S. (2005). Critical Thinking Skills Developing Effective Analysis and Argument. Palgrave, McMillan, NewYork.
  • Crenshaw, P., Hale, E., & Harper, S. (2011). Producing intellectual labor in the classroom: The utilization of a critical thinking model to help students take command of their thinking. Journal of College Teaching and Learning, 8(7), 13–26.
  • Danvers E. (2018) Who is the critical thinker in higher education? A feminist re-thinking, Teaching in Higher Education, 23(5), 548-562.
  • Davies, M. (2003). A cautionary note about the teaching of critical reasoning. Paper Presented at the 'Learning for an Unknown Future' Conference, Higher Education Research and Development Society of Australasia (HERDSA).
  • Davies,M.(2011).Introduction to the special issue on critical thinking in higher education. Higher Education Research & Development, 30(3), 255–260.
  • Deutschman, A. (1991). The trouble with MBAs. July 29 Fortune, 67–79.
  • Dwyer, C. P. (2017). To teach or not to teach critical thinking: A reply to Hubner and Kuncel. Thinking Skills and Creativity, 26, 92 –95.
  • Elder. L. The Miniature Guide to Critical Thinking for Children, Foundation for Critical Thinking, Dillon Beach, CA, 2006, 2nd Ed.
  • Elder, L. Foundation for Critical Thinking. 12 Şubat 2020 tarihinde http://www.criticalthinking.org/aboutCT/define_critical_thinking.cfm adresinden ulaşılmıştır.
  • Facione, P. A. (2013). Critical thinking: What it is and why it counts. Insight Assessment https://www.nyack.edu/files/CT_What_Why_2013.pdf. Adlı internet sitesinden ulaşılmıştır.
  • Franco, A. R., Costa, P. S., Butler, H. A., & Almeida, L. S. (2017). Assessment of undergraduates’ real-world outcomes of critical thinking in everyday situations. Psychological Reports, 120(4), 707–720.
  • Gellin, A. (2003). The Effect of Undergraduate Student Involvement on Critical Thinking: A Meta-Analysis of Literature 1991–2000. Journal of College Student Development, 44 (6): 746–762.
  • Giancarlo, C. A., & Facione, P. A. (2001). A look across four years at the disposition toward critical thinking among undergraduate students. The Journal of General Education, 50(1), 29–55.
  • Gimenez,M.E.(1989).Silence in the classroom: Some thoughts about teaching in the 1980s. Teaching Sociology, 17, 184–191.
  • Gülveren, H. (2007). Eğitim Fakültesi Öğrencilerinin Eleştirel Düşünme Becerileri ve Bu Becerileri Etkileyen Eleştirel Düşünme Faktörleri. Yayımlanmamış doktora tezi, Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Gündoğdu, H. (2012). Niçin Eleştirel Düşünemiyoruz? Eleştirel Düşünmenin Engelleri. Bilim ve Aklın Aydınlığında Eğitim, 146, 43-52.
  • Güven, M., Kürüm, D. (2006). Ögrenme Stilleri ve Eleştirel Düşünme Arasındaki İlişkiye Genel Bir Bakış. Sosyal Bilimler Dergisi, 1 (2006), 75-90.
  • Halpern,D.F.(1993). Assessing the effectiveness of critical thinking instruction. The Journal of General Education, 42(4), 238–254.
  • Halpern, D. (2003). Thought & knowledge: An introduction to critical thinking. London: Lawrence Erlbaum Associates, Publishers 2003 Mahwah, New Jersey.
  • Halpern, D. F. (2014). Thought and knowledge. An introduction to critical thinking (5th ed). New York: Psychology Press.
  • Huber, C., & Kuncel, N. (2016). Does college teach critical thinking? A meta-analysis. Review of Educational Research, 86(2), 431–468.
  • Kanbay, Y., Işık, E., Arslan, Ö.,Özdemir, H. (2012). Akademik Personelde Eleştirel Düşünme Eğiliminin İncelenmesi. Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi, 1(3), 189-201.
  • Kavanagh, J., & Rich, M. D. (2018). Truth decay: An initial exploration of the diminishing role of facts and analysis in American public life. Santa Monica, CA: Rand Corporation.
  • Karakaya İ. (2011). Bilimsel Araştırma Yöntemleri. A. Tanrıöğen (Yay. Haz.). Bilimsel Araştırma Yöntemleri İçinde (ss.59-62). Ankara: Anı Yayıncılık.
  • Knight, P. (2007). Grading, classifying and future learning. In D. Boud & N. Falchikov (Eds.,), Rethinking assessment in higher education: Learning for the longer term (pp. 72- 86). New York: Routledge.
  • Kürüm, D. (2002). Öğretmen Adaylarının Eleştirel Düşünme Gücü. Yayımlanmamış yüksek lisans tezi, Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Liu, O. L. (2011). Value-Added Assessment in Higher Education: A Comparison of Two Methods. Higher Education, 61 (4), 445–461.
  • Marin, L. M., & Halpern, D. F. (2011). Pedagogy for developing critical thinking in adolescents: Explicit instruction produces greatest gains. Thinking Skills and Creativity, 6(1), 1–13.
  • McDonough, M. (1997). An Assessment of Critical Thinking at the Community College Level. Unpublished Doctoral Dissertation. Columbia University teacher College, Columbia.
  • Mitchell, R., Myles, F., Johnston, B., & Ford, P. (2003). Criticality and the ‘Key skills’ agenda in undergraduate linguistics. University of southampton. Notes of talk given at subject centre for languages.
  • Moeti, B., Mgawi, R., & Mealosi, W. (2017). Critical thinking among post-graduate diploma in education students in higher education: Reality of fuss? Journal of Education and Learning, 6(2), 13–24.
  • Moore, T. (2011). Critical thinking and disciplinary thinking: A continuing debate. Higher Education Research & Development, 30(3), 261–274.
  • Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506–522.
  • Niu, L., Behar-Horenstein, L, and Garvan, C.W. (2013). Do Instructional Interventions Influence College Students’ Critical Thinking Skills? A Meta-Analysis. Educational Research Review 9, 114–28.
  • Özdelikara, A., Bingöl, G., Görgen, Ö. (2012). Hemşirelik Öğrencilerinin Eleştirel Düşünme Eğilimleri ve Bunu Etkileyen Faktörler. İ.Ü.F.N. Hemşirelik Dergisi, 20(3), 219-226.
  • Özdemir, S.M. (2005). Üniversite Öğrencilerinin Eleştirel Düşünme Becerilerinin Çeşitli Değişkenler Açısından Değerlendirilmesi. Türk Eğitim Bilimleri Dergisi, 3(3), 297-316.
  • Öztürk, N., Ulusoy, H. (2008). Lisans ve yüksek lisans hemşirelik öğrencilerinin eleştirel düşünme düzeyleri ve eleştirel düşünmeyi etkileyen faktörler. Maltepe Üniversitesi Hemşirelik Bilim ve Sanatı Dergisi, 1(1): 15-25.
  • Paul,R.(2004).The state of critical thinking today. 13.02.2020 tarihinde The Critical Thinking Community http://www.criticalthinking.org/pages/the-state-of-critical-thinkingtoday/523 adresinden edinilmiştir.
  • Paul, R. & Elder. L. (2009). The Miniature Guide to Critical Thinking Concepts and Tools, Foundation for Critical Thinking, Dillon Beach, CA, 5th Ed.
  • Puig, B., Blanco-Anaya, P., Bargiela, I. M. & Crujeiras-Pérez, B. (2019) A systematic review on critical thinking intervention studies in higher education across professional fields, Studies in Higher Education, 44(5), 860-869.
  • Renaud, R. D., & Murray, H. G. (2008). Comparison of a subject-specific and a general measure of critical thinking. Thinking Skills and Creativity, 3(2), 85–93.
  • Richmond,J.E.(2007).Bringing critical thinking to the education of developing country professionals. International Education Journal, 8(1), 1–29.
  • Ricketts, J. C., & Rudd, R. D. (2005). Critical thinking skills of selected youth leaders: The efficacy of leadership development, critical thinking dispositions, and student academic performance. Journal of Agricultural Education, 46(1), 33–43.
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Examining the Critical Thinking Barriers of College Students in terms of Some Variables (Fırat University Case)

Yıl 2020, , 219 - 234, 31.12.2020
https://doi.org/10.34137/jilses.790840

Öz

Critical thinking is a vital skill for the educational settings of 21st century. The necessity of this skill in higher education has been proved by research. However, it is clear that the college students have not developed critical thinking skills as intended. In this case, in order to clarify this problem and offer some solutions it is important to reveal the barriers to critical thinking. The current research was designed as a survey model. Semerci and others’ (2019) Critical Thinking Barriers Scale was utilized. The scale was implemented to 330 undergraduates of Fırat University department of Western Languages and Literatures. Descriptive statistics were utilized to determine the participants’ level of critical thinking barriers. On the other hand, independent samples t test and one way anova test were done to determine whether these barriers differ in terms of some variables. The results of the study:
The participants have moderate levels of critical thinking barriers. The students in the department of English Language and Literature have more critical thinking barriers than the students in German Languages and Literatures department.There was no significant difference between critical thinking barriers and gender. Lastly, there was a significant difference between age and critical thinking barriers.

Kaynakça

  • Abrami,P.C.,Bernard,R.M.,Borokhovski,E.,Wade,A.,Surkes,M.A.,Tamim,R.,etal.(2008).Instructional interventions affecting CT skills and dispositions: A stage 1 meta-analysis. Review of Educational Research, 78(4), 1102–1134.
  • Aikin, S. F., & Talisse, R. B. (2014). Why we argue (and how we should). New York: Routledge.
  • Aliakbari, M., & Sadeghdaghighi, A. (2011). Investigation of the relationship between gender, field of study, and critical thinking skill: the case of Iranian students. Proceedings of the 16th Conference of PanPacific Association of Applied Linguistics.
  • Akar, Ü. (2007). Öğretmen Adaylarının Bilimsel Süreç Becerileri ve Eleştirel Düşünme Beceri Düzeyleri Arasındaki İlişki. Yayımlanmamış yüksek lisans Tezi, Afyon Kocatepe Üniversitesi Sosyal Bilimler Enstitüsü.
  • Arcidiacono, P., Bayer, P., & Hizmo, A. (2010). Beyond signaling and human capital: Education and the revelation of ability. American Economic Journal: Applied Economics, 2(4), 76–104.
  • Arum, R., & Roska, J. (2011). Limited learning on college campuses. Society, 48, 203–207.
  • Behar-Horenstein, L., and Niu. L. (2011). “Teaching Critical Thinking Skills in Higher Education: A Review of the Literature.” Journal of College Teaching and Learning 8 (2), 25–42.
  • Bezanilla, M.J., Fernández-Nogueira,D., Poblete, M.,and Galindo-Domínguez, H. (2019). Methodologies for teaching-learning critical thinking in higher education: The teacher’s view. Thinking Skills and Creativity, 33,(2019),100584,1-10.
  • Blackmore,J.(2001). Universities in crisis? Knowledge economies, emancipatory pedagogies, and the critical intellectual. Educational Theory, 51(3), 353–370.
  • Büyüköztürk, Ş., Çakmak, E., Akgün, Ö., Karadeniz, Ş., Demirel, F. (2008). Bilimsel Araştırma Yöntemleri, Ankara: Pegem Akademi.
  • Cottrell, S. (2005). Critical Thinking Skills Developing Effective Analysis and Argument. Palgrave, McMillan, NewYork.
  • Crenshaw, P., Hale, E., & Harper, S. (2011). Producing intellectual labor in the classroom: The utilization of a critical thinking model to help students take command of their thinking. Journal of College Teaching and Learning, 8(7), 13–26.
  • Danvers E. (2018) Who is the critical thinker in higher education? A feminist re-thinking, Teaching in Higher Education, 23(5), 548-562.
  • Davies, M. (2003). A cautionary note about the teaching of critical reasoning. Paper Presented at the 'Learning for an Unknown Future' Conference, Higher Education Research and Development Society of Australasia (HERDSA).
  • Davies,M.(2011).Introduction to the special issue on critical thinking in higher education. Higher Education Research & Development, 30(3), 255–260.
  • Deutschman, A. (1991). The trouble with MBAs. July 29 Fortune, 67–79.
  • Dwyer, C. P. (2017). To teach or not to teach critical thinking: A reply to Hubner and Kuncel. Thinking Skills and Creativity, 26, 92 –95.
  • Elder. L. The Miniature Guide to Critical Thinking for Children, Foundation for Critical Thinking, Dillon Beach, CA, 2006, 2nd Ed.
  • Elder, L. Foundation for Critical Thinking. 12 Şubat 2020 tarihinde http://www.criticalthinking.org/aboutCT/define_critical_thinking.cfm adresinden ulaşılmıştır.
  • Facione, P. A. (2013). Critical thinking: What it is and why it counts. Insight Assessment https://www.nyack.edu/files/CT_What_Why_2013.pdf. Adlı internet sitesinden ulaşılmıştır.
  • Franco, A. R., Costa, P. S., Butler, H. A., & Almeida, L. S. (2017). Assessment of undergraduates’ real-world outcomes of critical thinking in everyday situations. Psychological Reports, 120(4), 707–720.
  • Gellin, A. (2003). The Effect of Undergraduate Student Involvement on Critical Thinking: A Meta-Analysis of Literature 1991–2000. Journal of College Student Development, 44 (6): 746–762.
  • Giancarlo, C. A., & Facione, P. A. (2001). A look across four years at the disposition toward critical thinking among undergraduate students. The Journal of General Education, 50(1), 29–55.
  • Gimenez,M.E.(1989).Silence in the classroom: Some thoughts about teaching in the 1980s. Teaching Sociology, 17, 184–191.
  • Gülveren, H. (2007). Eğitim Fakültesi Öğrencilerinin Eleştirel Düşünme Becerileri ve Bu Becerileri Etkileyen Eleştirel Düşünme Faktörleri. Yayımlanmamış doktora tezi, Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Gündoğdu, H. (2012). Niçin Eleştirel Düşünemiyoruz? Eleştirel Düşünmenin Engelleri. Bilim ve Aklın Aydınlığında Eğitim, 146, 43-52.
  • Güven, M., Kürüm, D. (2006). Ögrenme Stilleri ve Eleştirel Düşünme Arasındaki İlişkiye Genel Bir Bakış. Sosyal Bilimler Dergisi, 1 (2006), 75-90.
  • Halpern,D.F.(1993). Assessing the effectiveness of critical thinking instruction. The Journal of General Education, 42(4), 238–254.
  • Halpern, D. (2003). Thought & knowledge: An introduction to critical thinking. London: Lawrence Erlbaum Associates, Publishers 2003 Mahwah, New Jersey.
  • Halpern, D. F. (2014). Thought and knowledge. An introduction to critical thinking (5th ed). New York: Psychology Press.
  • Huber, C., & Kuncel, N. (2016). Does college teach critical thinking? A meta-analysis. Review of Educational Research, 86(2), 431–468.
  • Kanbay, Y., Işık, E., Arslan, Ö.,Özdemir, H. (2012). Akademik Personelde Eleştirel Düşünme Eğiliminin İncelenmesi. Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi, 1(3), 189-201.
  • Kavanagh, J., & Rich, M. D. (2018). Truth decay: An initial exploration of the diminishing role of facts and analysis in American public life. Santa Monica, CA: Rand Corporation.
  • Karakaya İ. (2011). Bilimsel Araştırma Yöntemleri. A. Tanrıöğen (Yay. Haz.). Bilimsel Araştırma Yöntemleri İçinde (ss.59-62). Ankara: Anı Yayıncılık.
  • Knight, P. (2007). Grading, classifying and future learning. In D. Boud & N. Falchikov (Eds.,), Rethinking assessment in higher education: Learning for the longer term (pp. 72- 86). New York: Routledge.
  • Kürüm, D. (2002). Öğretmen Adaylarının Eleştirel Düşünme Gücü. Yayımlanmamış yüksek lisans tezi, Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Liu, O. L. (2011). Value-Added Assessment in Higher Education: A Comparison of Two Methods. Higher Education, 61 (4), 445–461.
  • Marin, L. M., & Halpern, D. F. (2011). Pedagogy for developing critical thinking in adolescents: Explicit instruction produces greatest gains. Thinking Skills and Creativity, 6(1), 1–13.
  • McDonough, M. (1997). An Assessment of Critical Thinking at the Community College Level. Unpublished Doctoral Dissertation. Columbia University teacher College, Columbia.
  • Mitchell, R., Myles, F., Johnston, B., & Ford, P. (2003). Criticality and the ‘Key skills’ agenda in undergraduate linguistics. University of southampton. Notes of talk given at subject centre for languages.
  • Moeti, B., Mgawi, R., & Mealosi, W. (2017). Critical thinking among post-graduate diploma in education students in higher education: Reality of fuss? Journal of Education and Learning, 6(2), 13–24.
  • Moore, T. (2011). Critical thinking and disciplinary thinking: A continuing debate. Higher Education Research & Development, 30(3), 261–274.
  • Moore, T. (2013). Critical thinking: Seven definitions in search of a concept. Studies in Higher Education, 38(4), 506–522.
  • Niu, L., Behar-Horenstein, L, and Garvan, C.W. (2013). Do Instructional Interventions Influence College Students’ Critical Thinking Skills? A Meta-Analysis. Educational Research Review 9, 114–28.
  • Özdelikara, A., Bingöl, G., Görgen, Ö. (2012). Hemşirelik Öğrencilerinin Eleştirel Düşünme Eğilimleri ve Bunu Etkileyen Faktörler. İ.Ü.F.N. Hemşirelik Dergisi, 20(3), 219-226.
  • Özdemir, S.M. (2005). Üniversite Öğrencilerinin Eleştirel Düşünme Becerilerinin Çeşitli Değişkenler Açısından Değerlendirilmesi. Türk Eğitim Bilimleri Dergisi, 3(3), 297-316.
  • Öztürk, N., Ulusoy, H. (2008). Lisans ve yüksek lisans hemşirelik öğrencilerinin eleştirel düşünme düzeyleri ve eleştirel düşünmeyi etkileyen faktörler. Maltepe Üniversitesi Hemşirelik Bilim ve Sanatı Dergisi, 1(1): 15-25.
  • Paul,R.(2004).The state of critical thinking today. 13.02.2020 tarihinde The Critical Thinking Community http://www.criticalthinking.org/pages/the-state-of-critical-thinkingtoday/523 adresinden edinilmiştir.
  • Paul, R. & Elder. L. (2009). The Miniature Guide to Critical Thinking Concepts and Tools, Foundation for Critical Thinking, Dillon Beach, CA, 5th Ed.
  • Puig, B., Blanco-Anaya, P., Bargiela, I. M. & Crujeiras-Pérez, B. (2019) A systematic review on critical thinking intervention studies in higher education across professional fields, Studies in Higher Education, 44(5), 860-869.
  • Renaud, R. D., & Murray, H. G. (2008). Comparison of a subject-specific and a general measure of critical thinking. Thinking Skills and Creativity, 3(2), 85–93.
  • Richmond,J.E.(2007).Bringing critical thinking to the education of developing country professionals. International Education Journal, 8(1), 1–29.
  • Ricketts, J. C., & Rudd, R. D. (2005). Critical thinking skills of selected youth leaders: The efficacy of leadership development, critical thinking dispositions, and student academic performance. Journal of Agricultural Education, 46(1), 33–43.
  • Roohr, K., Olivera-Aguilar, M., Ling, G. & Rikoon, S. (2019). A multi-level modeling approach to investigating students’ critical thinking at higher education institutions, Assessment & Evaluation in Higher Education, 44(6), 946-96.
  • Saçlı, F., Demirhan, G. (2011). Beden Eğitimi Öğretmenliği, Antrenörlük ve Rekreasyon programlarındaki Öğrencilerin Eleştirel Düşünme Becerilerinin Karşılaştırılması. Hacettepe Üniversitei Eğitim Fakültesi Dergisi,41, 372-385.
  • Samson, P. L. (2018). Critical thinking in social work education: A Delphi study of faculty understanding (Doctoral Dissertation). University of Windsor, Canada.https://scholar.uwindsor.ca/etd/7395 adresinden ulaşılmıştır.
  • Saiz, C., & Nieto, A. M. (2002). Critical Thinking: capacities and development. Pensamiento crítico: conceptos básicos y actividades prácticas, 15–19.
  • Scriven, M. & Paul, R. (2008). “Defining Critical Thinking,”(10 Şubat 2020 tarihinde erişilmiştir.) http://www.criticalthinking.org/aboutCT/define_critical_thinking.cfm.
  • Shaw, R.D. (2014). How critical is critical thinking? Music Educators Journal, (December),65-70.
  • Soufi, N.E.,& See, B.H. (2019). Does explicit teaching of critical thinking improve critical thinking skills of English language learners in higher education? A critical review of causal evidence. Studies in Educational Evaluation,60, 140-162.
  • Sternberg, R. (1985) “Critical Thinking, Its Nature, Measurement, and Improvement,” in Essays on the Intellect, ed. Frances R. Link (Alexandria, VA: Association for Supervision and Curriculum Development), 46.
  • Stupnisky, R.H., Renaud, R.D., Daniels,, L.M., Haynes, T.L. & Perry, R.P. (2008). The Interrelation of First-Year College Students’ Critical Thinking Disposition, Perceived Academic Control, and Academic Achievement. Res High Educ,49, 513-530.
  • Şen, Ü. (2009). Türkçe Öğretmeni Adaylarinin Eleştirel Düşünme Tutumlarinin Çeşitli Değişkenler Açisindan Değerlendirilmesi. Journal of World of Turks, 1(2), 69-90.
  • The European Higher Education Area (2012). Bologna process implementation report Retrieved fromhttp://www.ehea.info/media.ehea.info/file/2012_Bucharest/79/5/Bologna_Process_Implementation_Report_607795.pdf.
  • Tok, E., Sevinç, M. (2010). Düşünme Becerileri Eğitiminin Eleştirel Düşünme ve Problem Çözme Becerilerine Etkisi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 27, 67-82.
  • Tsui, L. (2002). Fostering critical thinking through effective pedagogy. The Journal of Higher Education, 73(6), 740–763.
  • Tümkaya, S., Aybek, B. (2008). Üniversite Öğrencilerinin Eleştirel Düşünme Eğilimlerinin Sosyo-demografik Özellikler Açısından İncelenmesi. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi,17(2), 387-402.
  • Twale, D. & Sanders, C. (1999). Impact of Non-Classroom Experiences on Critical Thinking Ability. Naspa Journal, 36 (2), 133–146.
  • UNESCO. 2009. The New Dynamics of Higher Education and Research for Societal Change an Development. Paris: UNESCO.
  • Walsh, D., & Paul, R. (1988). The goal of critical thinking: From educational ideal to educational reality. Washington, D.C.: American Federation of Teachers.
Toplam 70 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Seçil Tümen Akyıldız 0000-0003-4116-7344

Yayımlanma Tarihi 31 Aralık 2020
Gönderilme Tarihi 5 Eylül 2020
Kabul Tarihi 2 Kasım 2020
Yayımlandığı Sayı Yıl 2020

Kaynak Göster

APA Tümen Akyıldız, S. (2020). Üniversite Öğrencilerinin Eleştirel Düşünme Engellerinin Bazı Değişkenler Açısından İncelenmesi (Fırat Üniversitesi Örneği). The Journal of International Lingual Social and Educational Sciences, 6(2), 219-234. https://doi.org/10.34137/jilses.790840
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