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Social media use of prospective teachers in the post-truth era: Confirmation, trust, critical thinking tendency

Yıl 2022, Cilt 9, Sayı 2, 463 - 480, 01.03.2022
https://doi.org/10.17275/per.22.49.9.2

Öz

Critical thinking, trust and confirmation towards social media have become increasingly important in this period called the post-truth era when the reality has become indistinct, is reproduced, and the truth is undermined. The study aimed to examine the prospective teachers' confirmation / trust levels and critical thinking tendencies towards social media in terms of various variables. The research was conducted with the relational survey model. The critical thinking tendency scale and social media confirmation/trust scale were used in the data collection process. In the analysis of the data, Mann Whitney U, Kruskal-Wallis test, and Spearman Brown Rank-Order correlation coefficient were used. It was observed that prospective teachers' critical thinking tendency was at a good level, and their level of confirmation/trust towards social media was at a medium level. It was determined that critical thinking tendency levels did not differ by gender, but by the number of news sources followed on social media and the frequency of reading books. It was seen that their confirmation / trust level towards social media did not differ depending on gender or frequency of reading books, but the level of confirmation varied depending on the number of news sources followed on social media. Additionally, it was determined that there was a low level of positive relationship between the skill regarding critical thinking tendency and confirmation dimension

Kaynakça

  • Ahen, F. (2019). Futures of new post-truth: new research frontiers on disturbingly fascinating pathologies affecting information dissemination and knowledge production. Foresight. 21(5), 563-581.
  • Akar, C. (2017). The predictive level of preservice classroom teachers' multicultural values of critical thinking disposition. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(1), 741-762.
  • Akbulut, H. (2019). An investigation of the critical thinking dispositions of pre-service science teachers according to some variables (Master thesis). Trabzon University Graduate School of Educational Sciences, Trabzon.
  • Altıntaş, S. (2019). Relationship between critical thinking tendencies of social studies teacher candidates and their media literacy levels (Master thesis). Uludağ University Graduate School of Educational Sciences, Bursa.
  • Ateş, Y. (2018). Investigation of the tendency of social science teacher candidates to critical thinking and their characteristics of social entrepreneurship (Master thesis). Erzincan University Institute of Social Sciences Turkish and Social Sciences Education, Erzincan.
  • Ay, Ş., & Akgöl, H. (2008). Eleştirel düşünme gücü ile cinsiyet, yaş ve sınıf düzeyi. Kuramsal Eğitimbilim Dergisi, 1(2), 65-75.
  • Ball, J. (2017). Post-truth. London: Biteback Publishing Limited.
  • Barton, C. C. (2019). Critical Literacy in the post-truth media landscape. Policy Futures in Education, 17(8), 1024-1036.
  • Bowell, T. (2017). Response to the editorial ‘Education in a post-truth world’. Educational Philosophy and Theory, 49(6), 582-585.
  • Brandtzaeg, P. B., Lüders, M., Spangenberg, J., Rath-Wiggins, L., & Følstad, A. (2016). Emerging journalistic verification practices concerning social media. Journalism Practice, 10(3), 323-342.
  • Buckingham, D. (2019). Teaching media in a ‘post-truth’age: fake news, media bias and the challenge for media/digital literacy education. Culture and Education, 31(2), 213-231.
  • Can, Ş., & Kaymakçı, G. (2015). Pre-service teachers’ critical thinking tendencies. Education Sciences, 9(6), 66-83. Cevizci, A.(1999). Paradigma felsefe sözlüğü. İstanbul: Paradigma.
  • Chmielewski, A. (2018). Post-truth and alethic populism. Public History Weekly, 6(34). Retrieved from https://public-history-weekly.degruyter.com/6-2018-34/post-truth-alethic-populism/
  • Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78, 98–104.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Merrill.
  • Çömlekçi, M. F., & Başol, O. (2019). Research on social media news trust and news verification awareness. Galatasaray Üniversitesi İletişim Dergisi, 30, 55-77.
  • D'Ancona, M. (2017). Post-truth: The new war on truth and how to fight back. Ebury Press.
  • Doruk Şahin, Ö. (2018). Hakikat ötesi dönemde doğrulama platformları:Teyit.org örneği, Dönüşen Dünyada İletişimin Rolü Sempozyumu. Lefkoşa:Uluslararası Kıbrıs Üniversitesi.
  • Drezner, Z., Turel, O., & Zerom, D. (2010) A modified Kolmogorov–Smirnov test for normality, Communications in Statistics—Simulation and Computation®, 39(4), 693-704.
  • Dubois, E., & Blank, G. (2018). The echo chamber is overstated: the moderating effect of political interest and diverse media. Information, Communication & Society, 21(5), 729-745.
  • Durnacı, Ü. (2019). Determination and comparison of critical and creative thinking tendencies of primary school teacher candidates (Master thesis). Giresun University Institute of Social Sciences, Giresun.
  • Emir, S. (2012). Eğitim fakültesi öğrencilerinin eleştirel düşünme eğilimleri. Journal of Hasan Ali Yücel Faculty of Education, 9(1), 34-57.
  • Erdem, C. (2018, October). Yeni öğretmen yetiştirme lisans programlarının medya okuryazarlığı bağlamında değerlendirilmesi. International Congress on Politic, Economic and Social Studies. Niğde: Niğde Ömer Halisdemir Üniversitesi.
  • Evin Gencel, İ. ve Güzel Candan, D. (2014). Investigation of critical thinking tendency and reflective thinking levels of teacher candidates. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 4(8), S. 55-68.
  • Facione, P., Giancarlo, C., Facione, N., & Gainen, J. (1995). The disposition toward critical thinking. Journal of General Education, 44(1), 1–25.
  • Facione, PA, (2011). Critical thinking: What it is and why it counts”. Insight Assesment. 1-30. Field, (2009). Discovering statistics using SPSS. Sage.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. New York: McGraw-Hill.
  • Garcia, A., Seglem, R., & Share, J. (2013). Transforming teaching and learning through critical media literacy pedagogy. Learning landscapes, 6(2), 109-124.
  • Genceli, M. (2007). Kolmogorov-smirnov, lilliefors and shaphiro-wilk tests for normality. Sigma Journal of Engineering and Natural Sciences, 25(4), 306-328.
  • Gilchrist, A. D. (2018). Post-truth: an outline review of the issues and what is being done to combat it. Ibersid, 12(2), 13-24.
  • Ghasemi, A., & Zahediasl, S. (2012). Normality tests for statistical analysis: A guide for non-statisticians. International Journal of Endocrinology and Metabolism, 10(2), 486-489.
  • Gök, B., & Erdoğan, T. (2011). The investigation of the creative thinking levels and the critical thinking disposition of pre-service elementary teachers. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 44(2), 29–51.
  • Gökkuş, İ., & Delican, B. (2016). Pre-service classroom teachers’ critical thinking tendencies and attitudes towards reading habit. Cumhuriyet International Journal of Education, 5(1), 10-28.
  • Graves, L., & Cherubini, F. (2016). The rise of fact checkig sites in Europe, Reuters Institute for the Study of Journalism, University of Oxford.
  • Hamurcu, H., Günay, Y., & Akamca, G. Ö. (2005). Profiles of critical thinking dispositions of science and class teacher candidates. Eurasian Journal of Educational Research, 20, 147-157.
  • Hanusz, Z., & Tarasińska, J. (2015). Normalization of the Kolmogorov–Smirnov and Shapiro–Wilk tests of normality. Biometrical Letters, 52(2), 85-93.
  • İsi, H. (2015). Philosophical and linguistic review on “gerçek” and “hakikat” words. The Journal of International Social Research, 8(41), 181-196.
  • Karadağ, G. H., & Ayten, A. (2020). A comparative study of verification/fact-checking organizatons in Turkey: dogrulukpayi.com and teyit.org. Motif Akademi Halkbilimi Dergisi, 13(29), 483-501.
  • Karagöz, K. (2018). The Future of Media in Post-Truth Age. TRT Akademi, 3(6), 678-708.
  • Karalı, Y. (2012). Critical thinking disposition of students of college of education (The model of İnönü University) (Master thesis). İnönü University Institute of Educational Sciences, Malatya.
  • Karaman, M. K. (2016). A study on preservice teachers’ level of media literacy and critical thinking dispositions. Gümüşhane Üniversitesi İletişim Fakültesi Elektronik Dergisi, 4(1), 326-350.
  • Kartal, T. (2012). Exploring of dispositions toward critical thinking in pre-service elementary science teachers. Journal of Kirsehir Education Faculty, 13(2), 279-297.
  • Kavaklı, N. (2019). Dealing with fake news and internet fact-checking platforms. Erciyes İletişim Dergisi, 6(1), 663-682.
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  • Koçak, B., Kurtlu, Y., Ulaş, H., & Epçaçan, C. (2015). Examining of the elementary class teachers’ critical thinking levels and their attitudes towards reading. Ekev akademi dergisi, 61(61), 211-228.
  • Korkmaz, Ö. (2009). The influence of education faculties on students’ critical thinking level and disposition. Türk Eğitim Bilimleri Dergisi, 7(4), 879-902.
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Yıl 2022, Cilt 9, Sayı 2, 463 - 480, 01.03.2022
https://doi.org/10.17275/per.22.49.9.2

Öz

Kaynakça

  • Ahen, F. (2019). Futures of new post-truth: new research frontiers on disturbingly fascinating pathologies affecting information dissemination and knowledge production. Foresight. 21(5), 563-581.
  • Akar, C. (2017). The predictive level of preservice classroom teachers' multicultural values of critical thinking disposition. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(1), 741-762.
  • Akbulut, H. (2019). An investigation of the critical thinking dispositions of pre-service science teachers according to some variables (Master thesis). Trabzon University Graduate School of Educational Sciences, Trabzon.
  • Altıntaş, S. (2019). Relationship between critical thinking tendencies of social studies teacher candidates and their media literacy levels (Master thesis). Uludağ University Graduate School of Educational Sciences, Bursa.
  • Ateş, Y. (2018). Investigation of the tendency of social science teacher candidates to critical thinking and their characteristics of social entrepreneurship (Master thesis). Erzincan University Institute of Social Sciences Turkish and Social Sciences Education, Erzincan.
  • Ay, Ş., & Akgöl, H. (2008). Eleştirel düşünme gücü ile cinsiyet, yaş ve sınıf düzeyi. Kuramsal Eğitimbilim Dergisi, 1(2), 65-75.
  • Ball, J. (2017). Post-truth. London: Biteback Publishing Limited.
  • Barton, C. C. (2019). Critical Literacy in the post-truth media landscape. Policy Futures in Education, 17(8), 1024-1036.
  • Bowell, T. (2017). Response to the editorial ‘Education in a post-truth world’. Educational Philosophy and Theory, 49(6), 582-585.
  • Brandtzaeg, P. B., Lüders, M., Spangenberg, J., Rath-Wiggins, L., & Følstad, A. (2016). Emerging journalistic verification practices concerning social media. Journalism Practice, 10(3), 323-342.
  • Buckingham, D. (2019). Teaching media in a ‘post-truth’age: fake news, media bias and the challenge for media/digital literacy education. Culture and Education, 31(2), 213-231.
  • Can, Ş., & Kaymakçı, G. (2015). Pre-service teachers’ critical thinking tendencies. Education Sciences, 9(6), 66-83. Cevizci, A.(1999). Paradigma felsefe sözlüğü. İstanbul: Paradigma.
  • Chmielewski, A. (2018). Post-truth and alethic populism. Public History Weekly, 6(34). Retrieved from https://public-history-weekly.degruyter.com/6-2018-34/post-truth-alethic-populism/
  • Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78, 98–104.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Merrill.
  • Çömlekçi, M. F., & Başol, O. (2019). Research on social media news trust and news verification awareness. Galatasaray Üniversitesi İletişim Dergisi, 30, 55-77.
  • D'Ancona, M. (2017). Post-truth: The new war on truth and how to fight back. Ebury Press.
  • Doruk Şahin, Ö. (2018). Hakikat ötesi dönemde doğrulama platformları:Teyit.org örneği, Dönüşen Dünyada İletişimin Rolü Sempozyumu. Lefkoşa:Uluslararası Kıbrıs Üniversitesi.
  • Drezner, Z., Turel, O., & Zerom, D. (2010) A modified Kolmogorov–Smirnov test for normality, Communications in Statistics—Simulation and Computation®, 39(4), 693-704.
  • Dubois, E., & Blank, G. (2018). The echo chamber is overstated: the moderating effect of political interest and diverse media. Information, Communication & Society, 21(5), 729-745.
  • Durnacı, Ü. (2019). Determination and comparison of critical and creative thinking tendencies of primary school teacher candidates (Master thesis). Giresun University Institute of Social Sciences, Giresun.
  • Emir, S. (2012). Eğitim fakültesi öğrencilerinin eleştirel düşünme eğilimleri. Journal of Hasan Ali Yücel Faculty of Education, 9(1), 34-57.
  • Erdem, C. (2018, October). Yeni öğretmen yetiştirme lisans programlarının medya okuryazarlığı bağlamında değerlendirilmesi. International Congress on Politic, Economic and Social Studies. Niğde: Niğde Ömer Halisdemir Üniversitesi.
  • Evin Gencel, İ. ve Güzel Candan, D. (2014). Investigation of critical thinking tendency and reflective thinking levels of teacher candidates. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 4(8), S. 55-68.
  • Facione, P., Giancarlo, C., Facione, N., & Gainen, J. (1995). The disposition toward critical thinking. Journal of General Education, 44(1), 1–25.
  • Facione, PA, (2011). Critical thinking: What it is and why it counts”. Insight Assesment. 1-30. Field, (2009). Discovering statistics using SPSS. Sage.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. New York: McGraw-Hill.
  • Garcia, A., Seglem, R., & Share, J. (2013). Transforming teaching and learning through critical media literacy pedagogy. Learning landscapes, 6(2), 109-124.
  • Genceli, M. (2007). Kolmogorov-smirnov, lilliefors and shaphiro-wilk tests for normality. Sigma Journal of Engineering and Natural Sciences, 25(4), 306-328.
  • Gilchrist, A. D. (2018). Post-truth: an outline review of the issues and what is being done to combat it. Ibersid, 12(2), 13-24.
  • Ghasemi, A., & Zahediasl, S. (2012). Normality tests for statistical analysis: A guide for non-statisticians. International Journal of Endocrinology and Metabolism, 10(2), 486-489.
  • Gök, B., & Erdoğan, T. (2011). The investigation of the creative thinking levels and the critical thinking disposition of pre-service elementary teachers. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 44(2), 29–51.
  • Gökkuş, İ., & Delican, B. (2016). Pre-service classroom teachers’ critical thinking tendencies and attitudes towards reading habit. Cumhuriyet International Journal of Education, 5(1), 10-28.
  • Graves, L., & Cherubini, F. (2016). The rise of fact checkig sites in Europe, Reuters Institute for the Study of Journalism, University of Oxford.
  • Hamurcu, H., Günay, Y., & Akamca, G. Ö. (2005). Profiles of critical thinking dispositions of science and class teacher candidates. Eurasian Journal of Educational Research, 20, 147-157.
  • Hanusz, Z., & Tarasińska, J. (2015). Normalization of the Kolmogorov–Smirnov and Shapiro–Wilk tests of normality. Biometrical Letters, 52(2), 85-93.
  • İsi, H. (2015). Philosophical and linguistic review on “gerçek” and “hakikat” words. The Journal of International Social Research, 8(41), 181-196.
  • Karadağ, G. H., & Ayten, A. (2020). A comparative study of verification/fact-checking organizatons in Turkey: dogrulukpayi.com and teyit.org. Motif Akademi Halkbilimi Dergisi, 13(29), 483-501.
  • Karagöz, K. (2018). The Future of Media in Post-Truth Age. TRT Akademi, 3(6), 678-708.
  • Karalı, Y. (2012). Critical thinking disposition of students of college of education (The model of İnönü University) (Master thesis). İnönü University Institute of Educational Sciences, Malatya.
  • Karaman, M. K. (2016). A study on preservice teachers’ level of media literacy and critical thinking dispositions. Gümüşhane Üniversitesi İletişim Fakültesi Elektronik Dergisi, 4(1), 326-350.
  • Kartal, T. (2012). Exploring of dispositions toward critical thinking in pre-service elementary science teachers. Journal of Kirsehir Education Faculty, 13(2), 279-297.
  • Kavaklı, N. (2019). Dealing with fake news and internet fact-checking platforms. Erciyes İletişim Dergisi, 6(1), 663-682.
  • Kellner, D., & Share, J. (2006). Critical media literacy is not an option. Learning Inquiry, 1, 59–69.
  • Kellner, D., & Share, J. (2007). Critical media literacy, democracy, and the reconstruction of education. In D. Macedo & S. R. Steinberg (Eds.), Media literacy: A reader (pp. 3–23). New York, NY: Peter Lang Publishing.
  • Keyes, R. (2004). The post-truth era: Dishonesty and deception in contemporary life. UK: Macmillan.
  • Kline, P. (1999). The handbook of psychological testing. London: Routledge.
  • Koçak, B., Kurtlu, Y., Ulaş, H., & Epçaçan, C. (2015). Examining of the elementary class teachers’ critical thinking levels and their attitudes towards reading. Ekev akademi dergisi, 61(61), 211-228.
  • Korkmaz, Ö. (2009). The influence of education faculties on students’ critical thinking level and disposition. Türk Eğitim Bilimleri Dergisi, 7(4), 879-902.
  • McIntyre, L. (2018). Post-truth. Cambridge, MA: MIT Press.
  • MEB (2018). Sosyal bilgiler öğretim programı. Retrieved from http://mufredat.meb.gov.tr/Dosyalar/201812103847686-SOSYAL%20B%C4%B0LG%C4%B0LER%20%C3%96%C4%9ERET%C4%B0M%20PROGRAMI%20.pdf.
  • Murphy, K. P., Rowe, M. L., Ramani, G., & Silverman, R. (2014). Promoting critical‑analytic thinking in children and adolescents at home and in school. Educational Psychological Review, 26, 561‑578.
  • Nagle, J. (2018). Twitter, cyber-violence, and the need for a critical social media literacy in teacher education: A review of the literature. Teaching and Teacher Education, 76, 86-94.
  • Nunnally, J. C. (1978). Psychometric testing. New York: McGraw-Hill.
  • Özturk, N., & Ulusoy, H. (2008). Baccalaureate and masters' degree nursing students' levels of critical thinking and factors influencing critical thinking. Journal of Maltepe University Nursing Science and Art, 1(1), 15-25.
  • Öztürk, E. (2020). Investigation of entrepreneurship characteristics and critical thinking dispositions of prospective science teachers (Master thesis). Gazi University Graduate School of Educational Sciences, Ankara.
  • Pangrazio, L. (2018). What's new about fake news?: Critical digital literacies in an era of fake news, post-truth and clickbait. Páginas de Educación, 11(1), 6-22.
  • Polat, M. & Kontaş. H. (2018). Examining primary school teachers’ critical thinking disposition. Elektronik Sosyal Bilimler Dergisi,17(65), 142-159.
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Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Eğitim Araştırmaları
Bölüm Research Articles
Yazarlar

Burcu SEL (Sorumlu Yazar)
T.C. MİLLİ EĞİTİM BAKANLIĞI
0000-0002-7663-0434
Türkiye

Yayımlanma Tarihi 1 Mart 2022
Yayınlandığı Sayı Yıl 2022, Cilt 9, Sayı 2

Kaynak Göster

APA Sel, B. (2022). Social media use of prospective teachers in the post-truth era: Confirmation, trust, critical thinking tendency . Participatory Educational Research , 9 (2) , 463-480 . DOI: 10.17275/per.22.49.9.2