The Opinions of Teacher Candidates about Critical and Analytical Thinking Course
Keywords:
critical thinking, analytical thinking, teacher education, Thinking skills, Teaching thinking skills
Abstract
Higher-order thinking skills are of great importance for the welfare and development of a particular society since it depends on the quality of the decisions taken by individuals. Apart from families, teachers play a crucial role in equipping pupils with these skills such as critical, analytical, reflective or creative, but to do this, they should initially possess them, which requires a special training tailored for teaching these skills. This study focused on the effectiveness of “Critical and Analytical Thinking” course (CATC) taught at a bachelor of education program based on teacher candidates’ opinions regarding course design, materials, delivery and strengths and weaknesses of the course. CATC was delivered online due to Covid 19 pandemic conditions; however, provided invaluable insights for future implementations regarding its delivery, activity types and evaluation system. The study was conducted as an analytical study by incorporating both quantitative and qualitative methods. The data were collected through Critical and Analytical Thinking Survey and written interview forms developed by the researcher. The participants were 78 teacher candidates who took the course and volunteered to participate in the study. The results revealed that CATC was highly influential on their individual and professional development and not only the theoretical but the practical elements of the course were beneficial for the teacher candidates. Based on the research results, this study concluded with a lesson proposal to be implemented both face-to-face and/or online with similar teacher candidates at education faculties.
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References
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Akyel, S. A. (2018). Sunuş. In D. B. Yenici, (Ed.), Eleştirel düşün. öğren, sorgula, öğret (pp. 6-7). İstanbul: Yeditepe Üniversitesi Yayınevi.
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Behn, R. D., & Vaupel, J. W. (1976). Teaching analytical thinking. Policy Analysis, 663-692.
Bird, C. M. (2005). How I stopped dreading and learned to love transcription. Qualitative Inquiry, 11(2), 226-248.
Braun, V., & Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Cantürk-Günhan, B., & Başer, N. (2009). Impact of problem-based learning on students' critical thinking skills. Journal of Turkish Educational Sciences, 7(2), 451-482.
Crenshaw, P., Hale, E., & Harper, S. L. (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 & Learning, 8(7), 13-26.
Cottrell, S. (2017). Critical thinking skills: Effective analysis, argument and reflection. Macmillan International Higher Education.
Creswell, J. W. (2014). Educational research: Planning, conducting, and evaluating quantitative research. Upper Saddle River, NJ: Pearson.
Çinici, A., & Ergin, B. (2019). The effects of discussion and decision-making based activities concerning GMOs on critical thinking dispositions of teacher candidates. Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education, 13(2), 735-758.
De Bono, E. (1985). The CoRT thinking program. In J. W. Segal., S. F. Chipman., & R. Glaser (Eds.), Thinking and learning skills 1 (pp. 363-378). London: Routledge.
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Dilekli, Y. (2019). Etkinliklerle düşünme öğretimi. Ankara: Pegem Akademi.
Dutoğlu, G., & Tuncel, M. (2008). The relationship between candidate teachers’ critical thinking tendencies and their emotional intelligence levels. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 8(1), 11-32.
Ekinci, Ö., & Aybek, B. (2010). Analysis of the empathy and the critical thinking disposition of the teacher candidates. Elementary Education Online, 9(2), 816-827.
Ersoy, A. (2015). Doktora öğrencilerinin ilk nitel araştırma deneyimlerinin günlükler aracılığıyla incelenmesi. Pegem Eğitim ve Öğretim Dergisi, 5(5), 549-568.
Ennis, R. H. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18(3), 4-10.
Erkuş, A. (2021). Davranış bilimleri için bilimsel araştırma süreci. Ankara: Seçkin Yayıncılık.
Facione, P. A. (1990a). Critical thinking: A Statement of expert consensus for purposes of educational assessment and Instruction. Research findings and recommendations. https://files.eric.ed.gov/fulltext/ED315423.pdf
Facione, P. (1990b). The California critical thinking skills test: Forms A and B. Millbrae: California Academic Press. https://files.eric.ed.gov/fulltext/ED327549.pdf
Facione, P. A. (2011). Critical thinking: What it is and why it counts. Insight Assessment, 2007(1), 1-23.
Feuerstein, R., & Jensen, M. R. (1980). Instrumental enrichment: Theoretical basis, goals, and instruments. The Educational Forum, 44(4), 401-423.
Glesne, C. (2016). Becoming qualitative researchers: An introduction. Upper Saddle River, NJ: Pearson.
Greene, J. Caracelli, V. J., & Graham, W. F. (1989. Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11(3), 255-274.
Işık, Ö. (2015). Eleştirel düşünme. Öğrenmenin nörofizyolojisi. In M. Arslan, (Ed.), Öğretimde yeni yaklaşımlar (pp. 160-178). Ankara: Anı Yayıncılık.
Johnson, J. L., Adkins, D., & Chauvin, S. (2020). A review of the quality indicators of rigor in qualitative research. American Journal of Pharmaceutical Education, 84(1), 138-146
Korthagen, F. (2005). Practice, theory, and person in lifelong professional learning. In Beijaard, D., Meijer, C.P., Morine-Dershimer, G., & Tillema, G. (Eds.), Teacher professional development in changing conditions (pp. 79-94). Dordrecht, The Netherlands: Springer.
Korthagen, F. (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and Teaching, 23(4), 387-405.
McGuinness, C. (1999). From thinking skills to thinking classrooms: A review and evaluation of approaches for developing pupils' thinking. Department for Education and Employment.
McMillan, J. H. (2004). Educational research: Fundamentals for the consumer (4th Ed.). Upper Saddle River, NJ: Pearson Education, Inc.
McPeck, J. E. (2016). Critical thinking and education. London: Routledge.
Özdemir, O. (2020). Türkçe eğitiminde geliştirilmesi gereken bir üst düzey düşünme becerisi: Analitik düşünme. Ana Dili Eğitimi Dergisi, 8(3), 950-971.
Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Thousand Oaks, CA: Sage Publications.
Paul, R., & Elder, L. (2020). Kritik düşünce: Yaşamınızın ve öğrenmenizin sorumluluğunu üstlenmek için araçlar. (E. Aslan & G. Sart, Trans. Ed.). Ankara: Nobel Yayıncılık. (Original work published 2001)
Robbins, J. K. (2011). Problem solving, reasoning, and analytical thinking in a classroom environment. The Behavior Analyst Today, 12(1), 41.
Ruggiero, V. R. (2019). Eleştirel düşünme için bir rehber. (Ç. Dedeoğlu, Trans.). İstanbul: Alfa Araştırma. (Original work published 2004)
Şahin, S. A. & Tunca, N. (2013). Düşünme becerileri ve düşünmeyi destekleyen sınıf ortamı/öğretmen davranışları. In G. Ekici & M. Güven (Eds.), Öğrenme-öğretme yaklaşımları ve uygulama örnekleri (pp. 392-426). Ankara: Pegem Akademi.
Tok, E., & Sevinç, M. (2010). The effects of thinking skills education on the critical thinking and problem-solving skills of pre-school teacher candidates. Pamukkale University Journal of Education, (27), 67-82.
Uribe-Enciso, O. L., Enciso, D. S. U., & Daza, M. D. P. V. (2017). Critical thinking and its importance in education: Some reflections. Rastros Rostros, 19(34), 78-88.
Weisberg, R. W. (2015). Toward an integrated theory of insight in problem solving. Thinking & Reasoning, 21(1), 5-39.
Yazçayır, N. (2015). Düşünme temelli öğrenme modelleri. In Y. Budak (Ed.), Öğretim ilke ve yöntemleri (pp. 192-254). Ankara: Pegem Akademi.
Yılmaz, K. (2019). Eleştirel ve analitik düşünme. Ankara: Pegem Akademi.
Akyel, S. A. (2018). Sunuş. In D. B. Yenici, (Ed.), Eleştirel düşün. öğren, sorgula, öğret (pp. 6-7). İstanbul: Yeditepe Üniversitesi Yayınevi.
Anderson, L. W, Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2014). Öğrenme öğretim ve değerlendirme ile ilgili bir sınıflama. Bloom’un eğitimin hedefleri ile ilgili sınıflmasının güncelleştirilmiş biçimi (D. A. Özçelik, Trans.). Ankara: Pegem Akademi. (Original work published 2001)
Aybek, B. (2007). Konu ve beceri temelli eleştirel düşünme öğretiminin öğretmen adaylarının eleştirel düşünme eğilimi ve düzeyine etkisi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16(2), 43-60.
Behn, R. D., & Vaupel, J. W. (1976). Teaching analytical thinking. Policy Analysis, 663-692.
Bird, C. M. (2005). How I stopped dreading and learned to love transcription. Qualitative Inquiry, 11(2), 226-248.
Braun, V., & Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Cantürk-Günhan, B., & Başer, N. (2009). Impact of problem-based learning on students' critical thinking skills. Journal of Turkish Educational Sciences, 7(2), 451-482.
Crenshaw, P., Hale, E., & Harper, S. L. (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 & Learning, 8(7), 13-26.
Cottrell, S. (2017). Critical thinking skills: Effective analysis, argument and reflection. Macmillan International Higher Education.
Creswell, J. W. (2014). Educational research: Planning, conducting, and evaluating quantitative research. Upper Saddle River, NJ: Pearson.
Çinici, A., & Ergin, B. (2019). The effects of discussion and decision-making based activities concerning GMOs on critical thinking dispositions of teacher candidates. Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education, 13(2), 735-758.
De Bono, E. (1985). The CoRT thinking program. In J. W. Segal., S. F. Chipman., & R. Glaser (Eds.), Thinking and learning skills 1 (pp. 363-378). London: Routledge.
De Bono, E. (1987). Direct teaching of thinking as a skill. In M. Heiman., & J. Slomianko (Eds.), Thinking skills instruction: Concepts and techniques. Building students’ thinking skills series, (pp. 217-229). National Education Association. https://files.eric.ed.gov/fulltext/ED306559.pdf
Dilekli, Y. (2019). Etkinliklerle düşünme öğretimi. Ankara: Pegem Akademi.
Dutoğlu, G., & Tuncel, M. (2008). The relationship between candidate teachers’ critical thinking tendencies and their emotional intelligence levels. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 8(1), 11-32.
Ekinci, Ö., & Aybek, B. (2010). Analysis of the empathy and the critical thinking disposition of the teacher candidates. Elementary Education Online, 9(2), 816-827.
Ersoy, A. (2015). Doktora öğrencilerinin ilk nitel araştırma deneyimlerinin günlükler aracılığıyla incelenmesi. Pegem Eğitim ve Öğretim Dergisi, 5(5), 549-568.
Ennis, R. H. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18(3), 4-10.
Erkuş, A. (2021). Davranış bilimleri için bilimsel araştırma süreci. Ankara: Seçkin Yayıncılık.
Facione, P. A. (1990a). Critical thinking: A Statement of expert consensus for purposes of educational assessment and Instruction. Research findings and recommendations. https://files.eric.ed.gov/fulltext/ED315423.pdf
Facione, P. (1990b). The California critical thinking skills test: Forms A and B. Millbrae: California Academic Press. https://files.eric.ed.gov/fulltext/ED327549.pdf
Facione, P. A. (2011). Critical thinking: What it is and why it counts. Insight Assessment, 2007(1), 1-23.
Feuerstein, R., & Jensen, M. R. (1980). Instrumental enrichment: Theoretical basis, goals, and instruments. The Educational Forum, 44(4), 401-423.
Glesne, C. (2016). Becoming qualitative researchers: An introduction. Upper Saddle River, NJ: Pearson.
Greene, J. Caracelli, V. J., & Graham, W. F. (1989. Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11(3), 255-274.
Işık, Ö. (2015). Eleştirel düşünme. Öğrenmenin nörofizyolojisi. In M. Arslan, (Ed.), Öğretimde yeni yaklaşımlar (pp. 160-178). Ankara: Anı Yayıncılık.
Johnson, J. L., Adkins, D., & Chauvin, S. (2020). A review of the quality indicators of rigor in qualitative research. American Journal of Pharmaceutical Education, 84(1), 138-146
Korthagen, F. (2005). Practice, theory, and person in lifelong professional learning. In Beijaard, D., Meijer, C.P., Morine-Dershimer, G., & Tillema, G. (Eds.), Teacher professional development in changing conditions (pp. 79-94). Dordrecht, The Netherlands: Springer.
Korthagen, F. (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and Teaching, 23(4), 387-405.
McGuinness, C. (1999). From thinking skills to thinking classrooms: A review and evaluation of approaches for developing pupils' thinking. Department for Education and Employment.
McMillan, J. H. (2004). Educational research: Fundamentals for the consumer (4th Ed.). Upper Saddle River, NJ: Pearson Education, Inc.
McPeck, J. E. (2016). Critical thinking and education. London: Routledge.
Özdemir, O. (2020). Türkçe eğitiminde geliştirilmesi gereken bir üst düzey düşünme becerisi: Analitik düşünme. Ana Dili Eğitimi Dergisi, 8(3), 950-971.
Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Thousand Oaks, CA: Sage Publications.
Paul, R., & Elder, L. (2020). Kritik düşünce: Yaşamınızın ve öğrenmenizin sorumluluğunu üstlenmek için araçlar. (E. Aslan & G. Sart, Trans. Ed.). Ankara: Nobel Yayıncılık. (Original work published 2001)
Robbins, J. K. (2011). Problem solving, reasoning, and analytical thinking in a classroom environment. The Behavior Analyst Today, 12(1), 41.
Ruggiero, V. R. (2019). Eleştirel düşünme için bir rehber. (Ç. Dedeoğlu, Trans.). İstanbul: Alfa Araştırma. (Original work published 2004)
Şahin, S. A. & Tunca, N. (2013). Düşünme becerileri ve düşünmeyi destekleyen sınıf ortamı/öğretmen davranışları. In G. Ekici & M. Güven (Eds.), Öğrenme-öğretme yaklaşımları ve uygulama örnekleri (pp. 392-426). Ankara: Pegem Akademi.
Tok, E., & Sevinç, M. (2010). The effects of thinking skills education on the critical thinking and problem-solving skills of pre-school teacher candidates. Pamukkale University Journal of Education, (27), 67-82.
Uribe-Enciso, O. L., Enciso, D. S. U., & Daza, M. D. P. V. (2017). Critical thinking and its importance in education: Some reflections. Rastros Rostros, 19(34), 78-88.
Weisberg, R. W. (2015). Toward an integrated theory of insight in problem solving. Thinking & Reasoning, 21(1), 5-39.
Yazçayır, N. (2015). Düşünme temelli öğrenme modelleri. In Y. Budak (Ed.), Öğretim ilke ve yöntemleri (pp. 192-254). Ankara: Pegem Akademi.
Yılmaz, K. (2019). Eleştirel ve analitik düşünme. Ankara: Pegem Akademi.
Published
2022-12-08
Section
Articles
How to Cite
Alan, B. (2022). The Opinions of Teacher Candidates about Critical and Analytical Thinking Course. International Journal of Curriculum and Instructional Studies (IJOCIS), 12(2), 367-398. https://doi.org/https://doi.org/10.31704/ijocis.2022.015
