People constantly practice the act of thinking. They may not think about everything, yet they certainly think of something and make decisions. Critical thinking is a sort of reflective thinking. It is controlled and aimed at perfect thinking. It enables the self-realization of individuals in social life. Therefore, it is important to develop critical thinking at school stages and early ages. The purpose of this research was to investigate “the effect of foreign language learning activities on critical thinking skills of 4th-grade students”. To achieve this purpose, researchers tried to answer these questions: (1) What is the effect of critical thinking activities on students’ critical thinking? (2) What is the effect of critical thinking activities on students’ personal definitions of critical thinking and critical thinker? (3) What is the effect of critical thinking activities on students’ social skills? The method of this research is action research which is considered highly important for educational sciences. In the course of this research, activities for developing critical thinking skills were implemented to 4th grade students. 25 4th grade private elementary school students participated in the research. Researchers used 13-question “Critical Thinking Skill Open-ended Questionnaire” to collect data. The answers given to the open-ended questionnaire before and after the activities were analyzed using content analysis, and themes and codes were determined accordingly, thereby answers of the students are compared. It is noted that before implementation, most of the students did not have any idea about critical thinking or they thought critical thinking has a negative connotation; however, after implementation, they gained more positive and open-minded opinions about this term.
The aim of this study is to determine the relationship between lifelong learning competencies and occupational motivation level of the teachers who completed postgraduate education. The research was designed in accordance with the correlational research model. A total of 52 teachers (41 female and 11 male) attending Marmara University’s Institute of Educational Sciences in different disciplines were selected using the simple random sampling method. Their average of age is 25. The data of the study were collected through Lifelong Learning Key Competencies Scale and Occupational Motivation Scale. Results showed that the lifelong learning competencies of the teachers who received postgraduate education are sufficient or very sufficient. Results also showed that the level of occupational motivation of the teachers with postgraduate education is high.
People constantly practice the act of thinking. They may not think about everything, yet they certainly think of something and make decisions. Critical thinking is a sort of reflective thinking. It is controlled and aimed at perfect thinking. It enables the self-realization of individuals in social life. Therefore, it is important to develop critical thinking at school stages and early ages. The purpose of this research was to investigate “the effect of foreign language learning activities on critical thinking skills of 4th-grade students”. To achieve this purpose, researchers tried to answer these questions: (1) What is the effect of critical thinking activities on students’ critical thinking? (2) What is the effect of critical thinking activities on students’ personal definitions of critical thinking and critical thinker? (3) What is the effect of critical thinking activities on students’ social skills? The method of this research is action research which is considered highly important for educational sciences. In the course of this research, activities for developing critical thinking skills were implemented to 4th grade students. 25 4th grade private elementary school students participated in the research. Researchers used 13-question “Critical Thinking Skill Open-ended Questionnaire” to collect data. The answers given to the open-ended questionnaire before and after the activities were analyzed using content analysis, and themes and codes were determined accordingly, thereby answers of the students are compared. It is noted that before implementation, most of the students did not have any idea about critical thinking or they thought critical thinking has a negative connotation; however, after implementation, they gained more positive and open-minded opinions about this term.
The aim of this study is to point out the relationship between learning styles and the academic. The purpose of this study is to show the relationship between learning styles and academic achievement of 4th grade elementary students. The study was designed according to the convergent parallel design, one of the mixed research designs in which quantitative and qualitative research methods are used together. While the quantitative and qualitative data are collected together in accordance with the convergent parallel design, the data analysis is presented separately in the results section. The study group of the research consists of 163 grade 4 primary school students, 74 girls (n=74) and 89 (n=89) boys, taught in a government primary school in Istanbul Turkey. To find out whether learning styles predict academic achievement, linear regression analysis was conducted. On the other hand, descriptive analysis and content analysis were used in the qualitative data analysis. In this study, it was found that learning styles predict academic achievement. It was also found that students tend to discover their own learning methods, and depending on which method they prefer, the academic area in which they succeed differs.
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