BibTex RIS Kaynak Göster

The Effects of Thinking Skills Education on The Critical Thinking and Problem Solving Skills of Preschool Teacher Candidates

Yıl 2010, Cilt: 27 Sayı: 27, 67 - 82, 01.01.2010

Öz

The aim of this study is to determine the effects of Thinking Skills Training Program on the preschool teacher candidates’ critical thinking skills and perception of problem solving skills. Thinking Skills Education Program carried on the research is based on Robert Sternberg’s Successful Intelligence. The model of the research is quasi-experimental design grouped by pre-test and post-test controls. The research group consisted of 101 preschool teacher candidates who were all 4th year students at Marmara University in the academic year 2006-2007. A quasi-experimental design was executed with three samples of students (N=101): treatment, comparison I and comparison II groups. As a scaling method, Watson-Glaser Critical Thinking Appraisal (YM form), Problem Solving Inventory was used. Data was collected by Watson-Glaser Critical Thinking Appraisal, Problem Solving Inventory. Evaluating the results of this study; Education group’s post-test scores are greater than the pre-test scores in all dimensions of Critical Thinking Scale except the “Interpretation” dimension and in total scores. The post-test scores of education group are significantly better than both comparison groups among total scores in critical thinking. The post test scores of problem solving skills of education group are significantly less than both comparison groups.

Kaynakça

  • Mujis,D. (2004) Doing quantative research in education with SPSS. London: GBR,Sage Publications.
  • Paul, R ve Elder, L.. (2006). Critical Thinking. Canada: Pearson,Prentice Hall
  • Reed, J. H. (1998) Effect of a model for critical thinking on student achievement in primary source document analysis and interpretation, argumentative reasoning, critical thinking dispositions, and history content in a community college history course. Unpublished Doctoral Dissertation, University of South Florida, Florida., U.S.A.
  • Savaşır, I.ve Şahin, N.(1997). Bilişsel-Davranışcı Terapilerde Değerlendirme: Sık Kullanılan Ölçekler. Ankara: Türk Psikologlar Derneği Yayınları.
  • Sevinç, M. (2001). What do teachers and mothers think about thinking skills. ECER (European Conference on Educational Research) France: Université Charles de Gaulle.
  • Sternberg, R.J. (2002). Beyong g: The Theory of Successful Intelligence. Robert J. Sternberg (Ed). General Factor of Intelligence. (pp.447-479). U.S.A: Lawrence Associates, Incorparated.
  • Sternberg, R.J. (2004). Successful intelligence as a basis for entrepreneurship. Journal of Bussiness Venturing. 19, 189-201.
  • Sternberg, R. J., Ferrari, M., Clickenbeard, P.R. ve Grigorenko, E.L.(1996). Identification, instruction, and assessment of gifted children: Construct validation of a triarchic model. Gifted Child Quarterly, 40, 129-137.
  • Sternberg, R.J. ve Grigorenko, E. (2000). Teaching thinking for successful iIntelligence. U.S.A.: SkyLight Arlington Heights. Development,
  • Sternberg, R.J. ve Grigorenko, E. (2004). Successful intelligence in the classroom. Theory Into Practice.43 (4), 274-280
  • Sternberg, R. J., Ferrari, M., Clickenbeard, P.R. & Grigorenko, E.L.(1996). Identification, instruction, and assessment of gifted children: Construct validation of a triarchic model. Gifted Child Quarterly, 40, 129-137.
  • Sternberg, R. J.; Torff, B. ve Grigorenko, E.L (1998a) Teaching for Successful Intelligence raises school achievement. Phi Delta Kapan, 79 (9), 667-669
  • Sternberg, R. J.; Torff, B veGrigorenko, E.L. (1998b) Teaching Triarchically. Improves School Achievement. Journal of Educational Psychology, 90, 1-11.
  • Sternberg, R.J.ve Swerling, L.S (2002). Teaching Thinking (3th edition). Washington D.C.: American Psychological Association.
  • Swartz, R. J. (1989). Making good thinking stick: The role of metacognition, extended practice, and teacher modeling in the teaching of thinking. D.. M. Topping, D. C. Crowell, & V. N. Kobayashi (Eds.), Thinking across cultures: The third international conference on thinking (pp. 417-436). Hillsdale, NJ: Erlbaum.

Düşünme Becerileri Eğitiminin Eleştirel Düşünme ve Problem Çözme Becerilerine Etkisi

Yıl 2010, Cilt: 27 Sayı: 27, 67 - 82, 01.01.2010

Öz

Araştırmanın amacı, düşünme becerileri eğitimi programının okul öncesi öğretmen adaylarının eleştirel düşünme becerisi ve problem çözme becerilerine ilişkin algılarına etkisini belirlemektir. Araştırmada uygulanan düşünme becerileri eğitimi programında, Robert J. Sternberg’in Başarılı Zeka Kuramı temel alınmıştır. Araştırmanın modeli öntest- sontest kontrol gruplu yarı-deneysel desendir. Araştırmanın grubunu 2006-2007 güz döneminde Marmara Ünivesitesinde eğitim alan 4. sınıf 101 okul öncesi öğretmen adayı oluşturmaktadır. Araştırma grubu eğitim ve iki tane karşılaştırma grubundan oluşturulmuştur. Araştırmada ölçme aracı olarak Watson Glaser Eleştirel Akıl Yürütme Gücü Ölçeği (YM formu), Problem Çözme Envanteri kullanılmıştır. Araştırmanın sonuçlarına bakıldığında: Eğitim grubunun Eleştirel Akıl Yürütme Gücü Ölçeğinde “Yorumlama” boyutu dışında bütün boyutlar ve toplam puanda son test puanları öntest puanlarından yüksektir. Eğitim grubunun sontest puanları Eleştirel Akıl Yürütme Gücü Ölçeği toplam puanda her iki grubun sontest puanlarından anlamlı derecede yüksektir. Eğitim grubunun problem çözme envanteri sontest diğer grupların sontest puanlarına göre anlamlı derecede düşüktür.

Kaynakça

  • Mujis,D. (2004) Doing quantative research in education with SPSS. London: GBR,Sage Publications.
  • Paul, R ve Elder, L.. (2006). Critical Thinking. Canada: Pearson,Prentice Hall
  • Reed, J. H. (1998) Effect of a model for critical thinking on student achievement in primary source document analysis and interpretation, argumentative reasoning, critical thinking dispositions, and history content in a community college history course. Unpublished Doctoral Dissertation, University of South Florida, Florida., U.S.A.
  • Savaşır, I.ve Şahin, N.(1997). Bilişsel-Davranışcı Terapilerde Değerlendirme: Sık Kullanılan Ölçekler. Ankara: Türk Psikologlar Derneği Yayınları.
  • Sevinç, M. (2001). What do teachers and mothers think about thinking skills. ECER (European Conference on Educational Research) France: Université Charles de Gaulle.
  • Sternberg, R.J. (2002). Beyong g: The Theory of Successful Intelligence. Robert J. Sternberg (Ed). General Factor of Intelligence. (pp.447-479). U.S.A: Lawrence Associates, Incorparated.
  • Sternberg, R.J. (2004). Successful intelligence as a basis for entrepreneurship. Journal of Bussiness Venturing. 19, 189-201.
  • Sternberg, R. J., Ferrari, M., Clickenbeard, P.R. ve Grigorenko, E.L.(1996). Identification, instruction, and assessment of gifted children: Construct validation of a triarchic model. Gifted Child Quarterly, 40, 129-137.
  • Sternberg, R.J. ve Grigorenko, E. (2000). Teaching thinking for successful iIntelligence. U.S.A.: SkyLight Arlington Heights. Development,
  • Sternberg, R.J. ve Grigorenko, E. (2004). Successful intelligence in the classroom. Theory Into Practice.43 (4), 274-280
  • Sternberg, R. J., Ferrari, M., Clickenbeard, P.R. & Grigorenko, E.L.(1996). Identification, instruction, and assessment of gifted children: Construct validation of a triarchic model. Gifted Child Quarterly, 40, 129-137.
  • Sternberg, R. J.; Torff, B. ve Grigorenko, E.L (1998a) Teaching for Successful Intelligence raises school achievement. Phi Delta Kapan, 79 (9), 667-669
  • Sternberg, R. J.; Torff, B veGrigorenko, E.L. (1998b) Teaching Triarchically. Improves School Achievement. Journal of Educational Psychology, 90, 1-11.
  • Sternberg, R.J.ve Swerling, L.S (2002). Teaching Thinking (3th edition). Washington D.C.: American Psychological Association.
  • Swartz, R. J. (1989). Making good thinking stick: The role of metacognition, extended practice, and teacher modeling in the teaching of thinking. D.. M. Topping, D. C. Crowell, & V. N. Kobayashi (Eds.), Thinking across cultures: The third international conference on thinking (pp. 417-436). Hillsdale, NJ: Erlbaum.
Toplam 15 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Emel Tok

Müzeyyen Sevinç Bu kişi benim

Yayımlanma Tarihi 1 Ocak 2010
Gönderilme Tarihi 1 Ağustos 2014
Yayımlandığı Sayı Yıl 2010 Cilt: 27 Sayı: 27

Kaynak Göster

APA Tok, E., & Sevinç, M. (2010). Düşünme Becerileri Eğitiminin Eleştirel Düşünme ve Problem Çözme Becerilerine Etkisi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 27(27), 67-82.