A STUDY ON SKILL-BASED CRITICAL THINKING TEACHING TO PRIMARY SCHOOL STUDENTS

The aim of this research is to determine the effect of skill-based critical thinking education, carried out with fourth-grade students, on critical thinking skills of the students and to gather information about students' views on critical thinking. In line with the aim, answers to the followin...

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Autores principales:	Demet ARI, Muzaffer Sencer BULUT ÖZSEZER, Kamuran TARIM
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2019
Materias:	thinking, teaching critical thinking, cort 1, skill based critical thinking, primary school students Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/dcf52afeeda14b96be6f8ac363753abc
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record_format	dspace
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	thinking, teaching critical thinking, cort 1, skill based critical thinking, primary school students Social Sciences H Social sciences (General) H1-99
spellingShingle	thinking, teaching critical thinking, cort 1, skill based critical thinking, primary school students Social Sciences H Social sciences (General) H1-99 Demet ARI Muzaffer Sencer BULUT ÖZSEZER Kamuran TARIM A STUDY ON SKILL-BASED CRITICAL THINKING TEACHING TO PRIMARY SCHOOL STUDENTS
description	The aim of this research is to determine the effect of skill-based critical thinking education, carried out with fourth-grade students, on critical thinking skills of the students and to gather information about students' views on critical thinking. In line with the aim, answers to the following questions were sought: 1. Is there a statistically significant difference between the experimental group and the control group students in critical thinking analysis sub-dimension? 2. Is there a statistically significant difference between the study group and the control group students in critical thinking evaluation sub-dimension? 3. Is there a statistically significant difference between the study group and the control group students in critical thinking inference sub-dimension? 4. Is there a statistically significant difference between the study group and the control group students in critical thinking interpretation sub-dimension? 5. Is there a statistically significant difference between the study group and the control group students in critical thinking interpretation sub-dimension? 6. Is there a statistically significant difference between the study group and the control group students in critical thinking self-regulation sub-dimension? 7. What are the opinions of study group students about critical thinking teaching? The study was realized with fourth-grade students in a state school affiliated to the Ministry of National Education in the first semester of the 2017-2018 academic year. The study group was determined with purposive sampling method and there are 48 students in total, 25 students in the study group and 23 students in the control group. In this study, the convergent parallel pattern of the mixed method was used to gather information to determine the effect of skill-based critical thinking education, carried out with fourth-grade students, on critical thinking skills of the students and to gather information about students' views on critical thinking. In the collection of data, the data collection tools were collected in two groups as quantitative and qualitative data collection tools. In quantitative data collection tools, Critical Thinking Scale developed by Demir (2006) was used to measure students' critical thinking levels. There are 6 chapters in the scale aiming to measure the sub-dimensions of critical thinking. In the experimental group, the Cort 1 thinking program was used. A statistically significant difference was found in favor of the study group for Cort 1 thinking the program, in which quantitative findings of the study applied, on analysis, evaluation, inference, interpretation, explanation and self-regulation skills of the students. Based on the research results it can be said that, skill-based critical thinking skill programs can be incorporated in students' lives to help them gain the ability to think critically, and when critical thinking skills education program is applied it positively affects students' attitudes towards class and increases their expectations towards the continuation of the course. It is recommended to carry out this study with a longer application time, by making the examples in practice more suitable for students' readiness levels, and to implement them by making arrangements based on the students' daily lives, and also to conduct activities with students for group work, for the training of skill-based critical thinking that is all based on group work, before starting the implementations.
format	article
author	Demet ARI Muzaffer Sencer BULUT ÖZSEZER Kamuran TARIM
author_facet	Demet ARI Muzaffer Sencer BULUT ÖZSEZER Kamuran TARIM
author_sort	Demet ARI
title	A STUDY ON SKILL-BASED CRITICAL THINKING TEACHING TO PRIMARY SCHOOL STUDENTS
title_short	A STUDY ON SKILL-BASED CRITICAL THINKING TEACHING TO PRIMARY SCHOOL STUDENTS
title_full	A STUDY ON SKILL-BASED CRITICAL THINKING TEACHING TO PRIMARY SCHOOL STUDENTS
title_fullStr	A STUDY ON SKILL-BASED CRITICAL THINKING TEACHING TO PRIMARY SCHOOL STUDENTS
title_full_unstemmed	A STUDY ON SKILL-BASED CRITICAL THINKING TEACHING TO PRIMARY SCHOOL STUDENTS
title_sort	study on skill-based critical thinking teaching to primary school students
publisher	Fırat University
publishDate	2019
url	https://doaj.org/article/dcf52afeeda14b96be6f8ac363753abc
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spelling	oai:doaj.org-article:dcf52afeeda14b96be6f8ac363753abc2021-11-24T09:20:36ZA STUDY ON SKILL-BASED CRITICAL THINKING TEACHING TO PRIMARY SCHOOL STUDENTS2148-416310.9761/JASSS7982https://doaj.org/article/dcf52afeeda14b96be6f8ac363753abc2019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=255373147_7-%C3%96%C4%9Frt.%20Demet%20Ar%C4%B1.pdf&key=29052https://doaj.org/toc/2148-4163The aim of this research is to determine the effect of skill-based critical thinking education, carried out with fourth-grade students, on critical thinking skills of the students and to gather information about students' views on critical thinking. In line with the aim, answers to the following questions were sought: 1. Is there a statistically significant difference between the experimental group and the control group students in critical thinking analysis sub-dimension? 2. Is there a statistically significant difference between the study group and the control group students in critical thinking evaluation sub-dimension? 3. Is there a statistically significant difference between the study group and the control group students in critical thinking inference sub-dimension? 4. Is there a statistically significant difference between the study group and the control group students in critical thinking interpretation sub-dimension? 5. Is there a statistically significant difference between the study group and the control group students in critical thinking interpretation sub-dimension? 6. Is there a statistically significant difference between the study group and the control group students in critical thinking self-regulation sub-dimension? 7. What are the opinions of study group students about critical thinking teaching? The study was realized with fourth-grade students in a state school affiliated to the Ministry of National Education in the first semester of the 2017-2018 academic year. The study group was determined with purposive sampling method and there are 48 students in total, 25 students in the study group and 23 students in the control group. In this study, the convergent parallel pattern of the mixed method was used to gather information to determine the effect of skill-based critical thinking education, carried out with fourth-grade students, on critical thinking skills of the students and to gather information about students' views on critical thinking. In the collection of data, the data collection tools were collected in two groups as quantitative and qualitative data collection tools. In quantitative data collection tools, Critical Thinking Scale developed by Demir (2006) was used to measure students' critical thinking levels. There are 6 chapters in the scale aiming to measure the sub-dimensions of critical thinking. In the experimental group, the Cort 1 thinking program was used. A statistically significant difference was found in favor of the study group for Cort 1 thinking the program, in which quantitative findings of the study applied, on analysis, evaluation, inference, interpretation, explanation and self-regulation skills of the students. Based on the research results it can be said that, skill-based critical thinking skill programs can be incorporated in students' lives to help them gain the ability to think critically, and when critical thinking skills education program is applied it positively affects students' attitudes towards class and increases their expectations towards the continuation of the course. It is recommended to carry out this study with a longer application time, by making the examples in practice more suitable for students' readiness levels, and to implement them by making arrangements based on the students' daily lives, and also to conduct activities with students for group work, for the training of skill-based critical thinking that is all based on group work, before starting the implementations.Demet ARIMuzaffer Sencer BULUT ÖZSEZERKamuran TARIMFırat Universityarticlethinking, teaching critical thinking, cort 1, skillbased critical thinking, primary school studentsSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 12, Iss 77, Pp 89-109 (2019)

A STUDY ON SKILL-BASED CRITICAL THINKING TEACHING TO PRIMARY SCHOOL STUDENTS

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