Eleştirel Düşünme Eğilimi (EDE) Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik

Semerci, Nuriye

doi:10.7827/turkishstudies.9573

Cited by 28 publications

(17 citation statements)

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“…Researchers prepared an open-ended questionnaire to use before and after implementation. Literature review was conducted and critical thinking measurements accepted by the body of literature were scanned before preparing the open-ended questionnaire (Kökdemir, 2003;Valenzuela, Nieto and Saiz, 2011;Akın, Hamedoğlu, Sarıçam, et al, 2013;Sarıgöz, 2014;Semerci, 2016). In line with the items of reviewed measurements and critical thinking skill competences, 15 open-ended questions were written.…”

Section: Data Collection Toolsmentioning

confidence: 99%

Developing Critical Thinking Skills in Elementary School Students Through Foreign Language Education: An Action Research

Sarıcan¹,

Günes²

2021

eqr

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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.

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Section: Data Collection Toolsmentioning

confidence: 99%

Developing Critical Thinking Skills in Elementary School Students Through Foreign Language Education: An Action Research

Sarıcan¹,

Günes²

2021

eqr

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“…Bu doğrultuda çalışma nicel araştırma yöntemlerinden ilişkisel tarama modeline göre tasarlanmıştır. Çalışmanın veri toplama araçları olarak Semerci (2016) tarafından geliştirilen Eleştirel Düşünme Eğilimi Ölçeği (EDE) ve Karaca (2001) tarafından uyarlanan İçsel Dinî Motivasyon Ölçeği (İDMÖ) kullanılmıştır. Araştırmanın örneklemi Atatürk Üniversitesi İlahiyat Fakültesinde 2020-2021 akademik yılında öğrenim gören 236'sı (%79,7) kız ve 60'ı (%20,3) erkek olmak üzere toplam 296 öğrenciden oluşmaktadır.…”

Section: öZunclassified

Eleştirel Düşünme Eğiliminin Dindarlık Üzerine Etkisi: İlahiyat Fakültesi Öğrencileri Örneği

Yüksel¹,

Kayacan²,

Çakmak³

et al. 2021

Turkish Academic Research Review - Türk Akademik Araştırmalar Dergisi [TARR]

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“…Maddesini çocuk gösteriyor ise "1", göstermiyor ise "0" şeklinde puanlanmıştır. 36 maddeden oluşan ilk ölçeğin yapılan analizler sonucunda 29 Genel olarak yapılan birçok çalışmaya baktığımızda Kaiser-Meycr-Olkin eleştirel düşünme becerisi ölçeğinin kullanıldığını veya geliştirildiği çalışmaları görmekteyiz (Semerci, 2000(Semerci, , 2003(Semerci, , 2016.…”

Section: Türkiye'de Eleştirel Düşünme Ile Ilgili Kaynaklarunclassified

“…Maddesini çocuk gösteriyor ise "1", göstermiyor ise "0" şeklinde puanlanmıştır. 36 maddeden oluşan ilk ölçeğin yapılan analizler sonucunda 29 (Semerci, 2000(Semerci, , 2003(Semerci, , 2016 (Dori ve Herscovitz, 1999). Soru sorma ile amaç öğrenci anlamasını genişletme ve öğrencinin daha yüksek bilişsel seviyelere ulaşmasını sağlamaktır.…”

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Okul Öncesi Fen Eğitiminde Eleştirel Düşünme Becerileri ve Öğretmen Eğitimine Yönelik Öneriler

Sarıbaş

Akdemir

Aydın

et al. 2019

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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Critical thinking depends on the basic criteria of thinking such as reasoning, justification, evaluation of evidence and making decisions. Therefore, it is necessary to develop this skill in each grade of education. The goals and objectives of the curriculum in the world and our country include developing these skills. However, the researchers of this study examined the textbooks on science education and detected some shortages in terms of the indicators and practices of these skills. In order to overcome these shortcomings, this study aims at determining the criteria of critical thinking skills in preschool science education and a rubric to assess these skills by obtaining

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Eleştirel Düşünme Eğilimi (EDE) Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik

Cited by 28 publications

References 0 publications

Developing Critical Thinking Skills in Elementary School Students Through Foreign Language Education: An Action Research

Developing Critical Thinking Skills in Elementary School Students Through Foreign Language Education: An Action Research

Eleştirel Düşünme Eğiliminin Dindarlık Üzerine Etkisi: İlahiyat Fakültesi Öğrencileri Örneği

Okul Öncesi Fen Eğitiminde Eleştirel Düşünme Becerileri ve Öğretmen Eğitimine Yönelik Öneriler

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