The purpose of this study is to examine the effects of a distance learning course in critical thinking on the critical thinking skills and dispositions of university students. The diversification model was adopted in the study, which was carried out in line with the mixed research method, which combines the results of the data obtained by collecting both quantitative and qualitative data and allows comparisons to be made. The data of the study conducted with 30 senior university students were obtained with the "California Critical Thinking Disposition Scale" and open-ended questions about "What is critical thinking" and "Why is critical thinking important". Parametric and non-parametric analysis methods were used in the analysis of the quantitative data obtained from the data collection tools that were transferred to the online environment and applied to the participants before and after the critical thinking course. The content analysis method was used to analyze qualitative data gathered via open-ended questions. As a result of the analyses conducted, it was determined that there was a significant difference between the pre-test and post-test in terms of the participants' critical thinking dispositions. It was determined that there were no significant gender or departmental differences in the participants' critical thinking dispositions. As a result of the content analysis carried out within the framework of open-ended questions, it was determined that there were differences in the views of senior university students towards critical thinking before and after the critical thinking course. Within the framework of the results, it was suggested that more activities and practices for critical thinking should be included in undergraduate courses.
It is revealed that problem-solving strategies which play a key role in terms of problem-solving process are not subjected to a classification. Through this research study, it is aimed to classify problem solving strategies that are included mostly in the literature based on mathematical process skills. The qualitative dimension of the study was carried out with the data obtained from 21 students studying in the eighth grade of a secondary school in Çanakkale City Center. The data collected by using the "Problem Solving Test (PST)" consisting of eighteen extraordinary problems for the nine most problem-solving strategies in the literature were analyzed by the content analysis method by three field experts and the problem-solving strategies were classified according to mathematical process skills. As a result of the study, it was found that the strategies called "Look for a Pattern", "Draw a diagram" and "Use a Variable" involve both formulation and execution processes; the strategies of "Make a Systematic List" and "Make a Table" involve only the execution process; the strategies of "Working Backwards", "Guess and Check" and "Logical Reasoning" involve both execution and interpretation, evaluation processes and the strategy of "Simplify the Problem" involves the processes of formulation, execution and interpretation, evaluation.
This study aimed to determine the relationship between elementary mathematics teacher candidates' attitudes towards STEM education and 21st-century skills. The relational screening model, which is used to determine the relationship between two or more variables, was used from quantitative research methods. The sample of the study consists of 71 elementary mathematics teachers. The data were collected with two measurement tools, “STEM (Science-Technology-Engineering-Mathematics) Education Attitude Scale” and “21st Century Skills and Competences Scale Directed at Teaching Candidates”. In the study, it was investigated whether there is a significant difference in the attitudes of elementary school mathematics teacher candidates towards STEM education according to grade level and gender, whether there is a significant difference in 21st-century skills proficiency perceptions according to grade level and gender, and whether there is a significant relationship between their attitudes towards STEM education and 21st-century skills. As a result of the analyzes carried out, It has been determined that there is a significant difference in 21st-century skills proficiency perceptions according to grade levels. It was concluded that there is no significant relationship between their attitudes towards STEM education and their perceptions of 21st-century skills competence.
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