İçerik Temelli Eleştirel Düşünme Öğretiminin 5. Sınıf Öğrencilerinin Eleştirel Düşünme Becerilerine Etkisi

Abstract

In the research, it is aimed to determine the effect of content-based critical thinking teaching on students' critical thinking skills. For this purpose, explanatory sequential design was used in the research. Due to the nature of the explanatory sequential design, a quantitative research approach was adopted in the first stage and a qualitative research approach in the second stage. In the first stage of collecting quantitative data, quasi-experimental design with pre-test-post/test control group was preferred as a model, and phenomenology design was preferred for qualitative data. In the quantitative data collection process of the research, 50 students, 25 in the experimental group and 25 in the control group, who were studying in the 5th grade of Muş Province Şeker Secondary School, were determined by criterion sampling method. In the qualitative data collection process, 12 students who were determined by the maximum diversity sampling method, one of the purposive sampling methods, were included. "Critical Thinking Achievement Test" and "Semi-Structured Interview Form" were used to collect data in the research. The quantitative data of the study were analysed with parametric tests. The qualitative data of the research were analysed by content analysis. In the research, it was determined that there is a significant difference between the critical thinking skills of the 5th grade students before content-based critical thinking skills training and the critical thinking skills of 5th grade students after content-based critical thinking skills training. The significant difference identified was evaluated as contentbased critical thinking skills trainings were effective on students' critical thinking skills. In the study, it was determined that content-based critical thinking skills activities had a positive effect on students' critical thinking levels in many ways. These are listed as experiencing positive changes in their ability to make decisions, to think differently, to comprehend the plot of the events, to distinguish the cause-effect relationship in the events, to discover and make evaluations based on what they have discovered, and to reach the result.