Logical Thinking Abilities Scale: Reliability and Validity Studies

Abstract

This study aims to develop logical thinking skills scale for science teacher candidates. The method of the study is the scale development model, which is the sub model of the exploratory pattern in the mixed method. The scale was prepared by referring to Lawson's Classroom Test of Science Reasoning (1978). In the study, the item pool was created first. The questions were prepared from the topics in the General Chemistry Laboratory Applications course from six sub-dimensions. Taking the expert opinion, necessary corrections were made and a trial form with 13 multiple choice and two open-ended questions were prepared. Multiple choice questions consist of two stages. In the first stage, it is requested to find the right option regarding the item (group A questions), and in the other stage, the reason for the answer (group B questions) is requested. The trial form was applied to 142 science teacher candidates. Multiple choice questions were analyzed with the Test Analysis Program (TAP). Open-ended items were rearranged receiving expert opinion in the light of the data obtained by scoring. At the end of the analysis, the 12th item was removed from the scale. As a result of the analysis, it was observed that the average difficulty and discrimination indices of the A and B group items were high. As a result of these findings, it can be said that the logical thinking abilities scale developed for prospective science teachers is appropriate in terms of reliability and validity.

The Effect of Argumentation Method on Critical Thinking Skills: Meta-Analysis Study

“…Bu durumda argümantasyon yönteminin eleştirel düşünme becerileri üzerinde orta düzeyde pozitif yönde anlamlı etkisinin olduğunu gösterir. Eğitim bilimleri alanında çalışmalar incelendiğinde bu araştırmanın sonuçlarıyla benzerlik gösterdiği görülmektedir (Demir, 2019;Ecevit, 2018;Giri ve Paily, 2020;Polat ve Emre, 2020;Saiz ve Rivas, 2016;Yıldırım ve Can, 2018). Argümantasyon destekli öğretim uygulamalarının gerçekleştirildiği öğrenme ortamlarında bireyler kendi düşüncelerini ve başkalarının düşüncelerini bilinçli şekilde değerlendirdiği için eleştirel düşünme becerileri de gelişmektedir (Ecevit, 2018).…”