Eleştirel Düşünme Eğilimi ile Öğrenme Stratejileri Arasındaki İlişkinin İncelenmesi

Investigation of the Relationship between Critical Thinking Tendency and Learning Strategies

Özet

Bu araştırmanın temel amacı, Sosyal Bilgiler Öğretmenliği Ana Bilim Dalı'nda öğrenim gören öğretmen adaylarının eleştirel düşünme eğilimleri ile öğrenme stratejileri arasındaki ilişkinin incelenmesidir. Bu nedenle ilişkisel tarama modeli kullanılmıştır. Araştırmanın çalışma evrenini Afyon Kocatepe Üniversitesi'nde öğrenim gören sosyal bilgiler öğretmen adayları, örneklemini ise 1, 2, 3 ve 4. sınıflardan tesadüfî yöntemle seçilmiş her sınıf düzeyinden ikişer sınıf oluşturmaktadır. Veri toplama aracı olarak Kökdemir (2003) tarafından Türkçeye uyarlaması yapılan "The California Critical Thinking Disposition Invetory" ve Tay (2002) tarafından geliştirilen "Öğrenme Stratejileri Ölçeği" kullanılmıştır. Veri toplama araçları 220 kişiye uygulanmış olup bunlardan 204 tanesi işleme alınmıştır. Elde edilen veriler üzerinde; betimsel istatistik, korelasyon analizi, tek yönlü varyans (Anova) analizi ve Tukey HSD testi yapılmıştır. Sosyal bilgiler öğretmen adaylarının eleştirel düşünme eğilimleri ile kullandıkları öğrenme stratejileri arasındaki ilişkinin incelenmesine yönelik elde edilen sonuçlara bakıldığında, öğretmen adaylarının eleştirel düşünme eğilimleri ile kullandıkları öğrenme stratejileri arasında pozitif yönde orta düzeyde bir ilişki olduğu sonucuna ulaşılmıştır

Abstract

The main aim of this study is to examine the relationship between Social Sciences candidate teacher’s critical thinking skills tendencies and their learning strategies. Therefore, relational screening model has been used. Target population of the study is Afyon Kocatepe University Social Sciences candidate teachers, samples are first graders, sophomores and sophister selected by accidental method, and constitute two class from each class level. As data collection tool, The California Critical Thinking Disposition Inventory (CCTDI) which was adapted to Turkish by Kokdemir (2003) and Scale of Learning Strategies which was developed by Tay (2002) have been used. Data collection tools were applied on 220 persons and 204 pieces were put into process. Descriptive Statistics, correlation analysis, one-way analysis of variance, and Tukey HSD test were done on acquired datas. More than half of the Social Sciences Teacher Candidates (60,7%) have a tendency to middlelevel critical thinking. The remaining 24% consist of students with high-level critical thinking tendency; and 15,9% consist of low-level critical thinking tendency. When considered in general terms, it is possible to claim that the critical thinking tendencies of Social Sciences Teacher Candidates are at medium level (X=211). Hazer (2011) conducted a study with the title “Sufficiency Levels of Social Sciences Teachers on Critical Thinking” and reported that Social Sciences Teachers had medium-level critical thinking level. Çetin (2008), Kürüm (2002), Şen (2009), Deniz (2009) and Özdemir (2005) conducted studies on teacher candidates and reported that the teacher candidates had medium critical thinking levels. The results of this study and ours are parallel to each other. On the other hand, Gülveren (2007), Zayif (2008), Acun, Demir and Göz (2010), Çetinkaya (2011) conducted other studies and reported that the teacher candidates had low critical thinking levels. When the frequency of using the learning strategies by Social Sciences Teacher Candidates is analyzed, it was observed that they always use the attention strategies, strategies that increase shortterm memory storage, strategies that facilitate recalling -remembrance-, and strategies that aim to increase motivation. Karakış and Çelenk (2007) and Yıldızlar (2012) conducted several studies and concluded that the students, who were included in the study, frequently used the attention strategies, and the ones that facilitate recalling -remembrance- and strategies intended for establishing the learnt things in the mind (strategies that increase the storage in the short-time memory). According to the findings of the study conducted on preschool teacher candidates by Hamurcu (2002), the teacher candidates use repetition and affective (motivation strategies) with the highest frequency. Kete and1031 Sucuoğlu (2011) and Çelikkaya (2010) conducted other studies and reported that teacher candidates used the attention strategy with the highest frequency. These findings support the results of the present study. It was found out the Social Sciences Teacher Candidates used the strategies that strengthen the interpretation -encoding- and Executive Cognition Strategies sometimes. According to the results of the study conducted by Şahin and Çakar (2011) on teacher candidates, it was concluded that the executive cognition strategies (following the interpretation) were used less. These results support the findings of the present study claiming that the following the interpretation strategy is used sometimes. On the other hand, Karakış, Gürcan and Demirtaş (2009) conducted several studies, and according to their results, teacher candidates use interpretation and executive cognition (following the interpretation) strategies in a frequent manner. Karakış and Çelenk (2007) conducted another study and reported similar results. These results show differences with the result of the present study claiming that the interpretation and executive cognition (following the interpretation) strategies are used sometimes. When the results of the investigation of the relation between the learning strategies used by Social Science Teacher Candidates in critical thinking were analyzed, it was concluded that there is a positive and medium-level relation between the critical thinking tendencies and the learning strategies of the teacher candidates. When the strategies that facilitate recalling and the executive cognition strategies, which constitute the other sub-dimension of the scale, were analyzed, it was concluded that there is a significant difference between the students with high and low-level critical thinking tendency in favor of those with high-level critical thinking tendency. Although there were no statistically significant differences between these two sub-dimensions between the other groups; when the average values are considered, it is possible to claim that the students with high-level critical thinking tendency use the strategies that facilitate recalling, and executive cognition strategies more frequently. As the critical thinking tendency of the students increased, the frequency of using the strategies that facilitate recalling and executive cognition strategies increased. When the relation between the sub-dimensions of learning strategies used in critical thinking by Social Sciences Teacher Candidates was analyzed, it was concluded that as the critical thinking tendency levels of the students increased, the average of the learning strategies in all sub-dimensions of the scale also increased.