Preservice Teachers’ Critical Thinking Dispositions and Web 2.0 Competencies

Şendağ, Serkan; Erol, Osman; Sezgin, Sezan; Dulkadir, Nihal

doi:10.30935/cedtech/6148

Cited by 29 publications

(35 citation statements)

References 37 publications

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“…Fostering the development of students' critical thinking is regarded as an essential outcome of higher education [4], and in some countries has become a very important part as the main goal of learning and education [5]. Teaching critical thinking to the prospective teacher has garnered attention for a while, and the role of future teachers seems more crucial than ever before for educational systems in terms of seeking improvement in critical thinking [6]. In the faculty of education and teachers training, teacher educators have to teach and give cognitive skills to prospective teacher before they train them to the students in the classroom [7], and education before becoming a teacher is proper time to intervention activities which promote their critical thinking [8].…”

Section: Introductionmentioning

confidence: 99%

The Effect of Scientific Creativity in Inquiry Learning to Promote Critical Thinking Ability of Prospective Teachers

Wahyudi

Verawati

Ayub

et al. 2019

Int. J. Emerg. Technol. Learn.

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Teaching critical thinking (CT) to the prospective teacher has garnered attention for a while, and the teaching conduction to trained it is important to develop. This study aims to find out the effect of teaching implementation of scientific creativity in inquiry learning to promote the CT ability of prospective teachers. Scientific creativity in inquiry learning is apellation as the inquiry creative process (ICP) learning model. This study is a experimental research conducting with the randomized pretest-posttest control group design. Samples were chosen to be treated as experimental and control group. Two sample groups were prospective teacher of physic (PTP) in the faculty of teacher training and education (FKIP), Mataram University, Indonesia. The data of CT ability collected by instrument refer to Ennis-Weir Critical Thinking Essay Test. The data analysis descriptively and statistically were done to process the data of research result. Generally, the results shown that ICP learning model had a significant effect on the improvement of CT ability of prospective teacher of physic. The description of the research findings are described in this article.

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Section: Introductionmentioning

confidence: 99%

The Effect of Scientific Creativity in Inquiry Learning to Promote Critical Thinking Ability of Prospective Teachers

Wahyudi

Verawati

Ayub

et al. 2019

Int. J. Emerg. Technol. Learn.

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“…However, since they never posted blog entries and the Web 2.0 tools that they used in content development were not directly related to blogging, they may have considered themselves less competent. In a study, Sendag, Erol, Sezgin, and Dulkadir (2015) found that the Web 2.0 tool blogging self-efficacy perceptions of pre-service teachers were one of the lowest self-efficacy levels determined. Furthermore, the authors emphasized that Turkish pre-service teachers did not frequently use blogs, wikis and podcasts in the study.…”

Section: Discussionmentioning

confidence: 99%

The Experiences of Pre-service Science Teachers in Educational Content Development Using Web 2.0 Tools

Gürsoy

Göksün

2019

CONT ED TECHNOLOGY

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The present study aimed to improve the experiences of pre-service science teachers in content development using Web 2.0 tools and to determine the effects of these experiences on their self-efficacy beliefs in content development via Web 2.0 tools. The present study was conducted with a mixed design that included empirical and phenomenological methods. Forty-two pre-service science teachers participated in the study. During the implementation, pre-service teachers developed content using Web 2.0 tools such as Kahoot, Quizizz, Powtoon, Emaze, MindMeister and Toondoo and shared the content with the class using Edmodo. "Self-Efficacy Belief Scale on Fast Content Development via Web 2.0" was used as pre-and post-tests. Findings demonstrated that pre-service teachers' self-efficacy beliefs and all sub-dimensions of content development via Web 2.0 tools improved as a result of the implementation. The views of them were grouped under seven themes; prejudice, satisfaction, awareness, fun, infrastructure problems, language problems and tool problems. Additionally, when the mean of item responses were examined, it was seen that the highest one was about preparing worksheet self-efficacy belief. Furthermore, it was determined that pre-service teachers were happy to participate in the implementation, recognized ways to integrate technology in their fields, and had fun while developing content.

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“…The learner reviews information, compares it with other views and then evaluates, reconstructs and reflects it. The learner is active within the learning process (Sendag et al, 2015). For this reason, it can be said that critical thinking is implemented when learning via social networks.…”

Section: Discussionmentioning

confidence: 99%

Sosyal Ağ Kullanımının Eleştirel Düşünme Eğilimine Etkisinin İncelenmesi

Kesici

2020

Eğitim Bilimleri Dergisi

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Bu araştırma, üniversite öğrencilerinde sosyal ağ kullanımının eleştirel düşünme eğilimine etkisini incelenmek amacıyla yapılmıştır. İlişkisel tarama modeli ile yapılan bu araştırmaya 2019-2020 yılı güz döneminde bir devlet üniversitesinin farklı bölümlerinde öğrenim gören 291 öğrenci katılmıştır. Araştırmanın verileri "Eleştirel Düşünme Eğilimi Ölçeği" ve "Sosyal Ağları Kullanma Sıklığı Ölçeği" kullanılarak toplanmıştır. Araştırmada sosyal ağları kullanma amaçlarını ifade eden Sosyal Ağları Kullanma Sıklığı Ölçeği'ndeki maddelerin eleştirel düşünme eğilimine etkisini belirlemek için bir regresyon modeli oluşturulmuştur. Çoklu doğrusal regresyon analizi ile test edilen model, eleştirel düşünme eğiliminin %11.5'ini istatistiksel olarak anlamlı bir şekilde açıklamıştır. Araştırmada gündemi takip etmek, okul dersleri ile ilgili araştırmalar yapmak ve ilgi çeken konularda bilgi edinmek amaçlı sosyal ağ kullanımının üniversite öğrencilerinde eleştirel düşünme eğilimini olumlu yönde etkileyen anlamlı yordayıcılar olduğu belirlenmiştir. Hobi amaçlı olarak nitelendirilen sosyal ağ kullanımının ise eleştirel düşünme eğilimi üzerinde etkili olmadığı tespit edilmiştir. Elde edilen bulgulara dayalı olarak öğrenme amaçlı sosyal ağ kullanımının eleştirel düşünmeyi olumlu yönde etkilediği sonucuna ulaşılmıştır.

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Preservice Teachers’ Critical Thinking Dispositions and Web 2.0 Competencies

Cited by 29 publications

References 37 publications

The Effect of Scientific Creativity in Inquiry Learning to Promote Critical Thinking Ability of Prospective Teachers

The Effect of Scientific Creativity in Inquiry Learning to Promote Critical Thinking Ability of Prospective Teachers

The Experiences of Pre-service Science Teachers in Educational Content Development Using Web 2.0 Tools

Sosyal Ağ Kullanımının Eleştirel Düşünme Eğilimine Etkisinin İncelenmesi

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