The effect of practices based on argumentation-based inquiry approach on teacher candidates’ critical thinking

Sönmez, Elif; Memiş, Esra Kabataş; Yerlıkaya, Zekerıya

doi:10.1080/03055698.2019.1654364

Cited by 20 publications

(21 citation statements)

References 44 publications

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“…Bu nedenle her seviyeden (ilköğretim, ortaöğretim, yükseköğretim) eğitimcilere eleştirel düşünmeye yönelik temel kavramsal bilgilerin kazandırılması önemlidir. Özellikle argümantasyon gibi araştırma sorgulamadan temel alan aktivitelerle her seviyeden öğrencilerin eleştirel düşünmelerinin geliştirilebileceği belirtilmektedir (Kabataş Memiş & Çakan Akkaş;2020;Sönmez, Kabataş Memiş, & Yerlikaya, 2021). Bu nedenle eğitimcilerin hem eleştirel düşünme hem de öğretim yöntemleri konusundaki bilgilerinin desteklenmesi önemlidir.…”

Section: Tartişma Ve Sonuçunclassified

Türki̇ye’de Eleşti̇rel Düşünme Konusunda Gerçekleşti̇ri̇len Tezleri̇n Anali̇zi̇

Akkaş

Memiş

2021

Trakya Eğitim Dergisi

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Çalışmanın amacı; eğitim alanında "eleştirel düşünme" konusu üzerine yapılmış tezlerin doküman analizi yöntemiyle incelenmesidir. Araştırma kapsamında; 1999-2019 yılları arasında gerçekleştirilen, YÖK Ulusal Tez Merkezinin veri tabanına kayıtlı toplam 268 tez analiz edilmiştir. Tezler amaçlı örnekleme yöntemi ile belirlenmiştir. Belirlenen tezlere içerik analizi uygulanmıştır. Sonuç olarak eleştirel düşünme konusunda en fazla yüksek lisans tezlerinin olduğu, daha çok deneysel ve tarama araştırma yöntemlerinin tercih edildiği nicel çalışmaların yapıldığı belirlenmiştir. Tezlerde örneklem seviyesi lisans öğrencilerinin ve anket/ölçek gibi veri toplama araçlarının daha fazla tercih edildiği tespit edilmiştir. Tezlerde daha çok parametrik analizlerin kullanıldığı sonucuna ulaşılmıştır. Tezlerde elde edilen sonuçlarda ise genel olarak eleştirel düşünme düzeylerinin orta ve düşük düzeyde olduğu belirtilmiştir.

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Section: Tartişma Ve Sonuçunclassified

Türki̇ye’de Eleşti̇rel Düşünme Konusunda Gerçekleşti̇ri̇len Tezleri̇n Anali̇zi̇

Akkaş

Memiş

2021

Trakya Eğitim Dergisi

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“…Socioscientific argumentation refers to students' in-depth discussions when they encounter an SSI by working on the claims they have made for the solution of this issue (Hefter et al, 2014;Topçu, 2017). Students' skills to think like scientists develop and their inquiring competencies increase with argumentation (Kınık Topalsan, 2020;Mello, Natale, Marzin-Janvier, Vieira & de-Almeida, 2021;Sönmez, Kabataş Memiş & Yerlikaya, 2021). Furthermore, argumentation improves students' critical thinking (Jiménez-Aleixandre & Puig, 2012;Katchevich, Hofstein & Mamlok-Naaman, 2013;Sönmez et al, 2021;Trouche, Johansson, Hall & Mercier, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Students' skills to think like scientists develop and their inquiring competencies increase with argumentation (Kınık Topalsan, 2020;Mello, Natale, Marzin-Janvier, Vieira & de-Almeida, 2021;Sönmez, Kabataş Memiş & Yerlikaya, 2021). Furthermore, argumentation improves students' critical thinking (Jiménez-Aleixandre & Puig, 2012;Katchevich, Hofstein & Mamlok-Naaman, 2013;Sönmez et al, 2021;Trouche, Johansson, Hall & Mercier, 2016). Argumentation is an effective way to teach SSIs (Belova, Eilks & Feierabend, 2015;Dawson & Venville, 2010, 2013Hefter et al, 2014, Ozturk, Bozkurt Altan, Yenilmez Turkoglu, 2021, because SSIs include issues open to discussion and this makes it easier for students to participate in the argumentation process.…”

Section: Introductionmentioning

confidence: 99%

“…Argumentation is one of the recommended models for science learning, because, in the argumentation process, students question their claims using reasoning processes to provide valid reasons and to refute opposing claims. Argumentation is effective to gain inquiry skills (Mello et al, 2021;Sönmez et al, 2021). Evoagorou & Osborne (2013) state that argumentation is a social process and requires cooperation.…”

Section: Introductionmentioning

confidence: 99%

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The effect of a cooperative argumentation model on listening and inquiry skills and argument level

2021

PERR

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The aim of this study was to determine the effect of a cooperative argumentation model on the listening and inquiry skills and argument level of pre-service science teachers (PSTs). A mixed method was used. The sample consisted of 54 preservice science teachers. Two experimental groups were studied and the study was conducted in the Special Issues in Biology course. Co-learning of the cooperative learning model was used in the experimental group (CLG, n=31). Argumentation and colearning of the cooperative learning model were used in the other experimental group (CLAG, n=23). To collect data, the Listening Skills Scale (LSS), Inquiry Skills Scale (ISS), and written arguments were used. For analyzing the quantitative data the independent samples t test and Mann-Whitney U test were applied. To analyze the qualitative data content analysis was used. A significant difference was found in favor of the CLAG in terms of listening skills (p<.05). However, there was no significant difference between the groups in inquiry skills. When the written arguments created by PSTs are examined in terms of inquiry types, they mostly used inquiry based on experimental data, inductive reasoning, inquiry based on values, and inquiry within the framework of an economics perspective. In addition, the levels of arguments formed by the PSTs developed throughout the process.

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“…The autonomous learner approach helps students become more responsible and efficient in their learning. It develops a deep level of thinking that generates critical thinking skills such as "evaluation, selection, prediction, abstraction, fostering justified selections, deductions, and generalisations" (Liu & Wang 2010;Kules 2016;Sonmez, E., Memis, E. K. & Yerlikaya, Z. 2019)".…”

Section: Introductionmentioning

confidence: 99%

Effect of Autonomous Learner Approach on Prospective Teachers' Critical Thinking Skills

Iqbal

Akbar

2021

GESR

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Autonomous learner approach facilitates the learning environment in which students become a responsible and self-directed learner. The purpose of this experimental study was to explore the effect of the autonomous learner approach on prospective teachers' critical thinking skills. The 'quasi-experimental pre-test posttest control group research design' was used for this study. The participants of this study were prospective teachers of M.A. Early Childhood Education, studying at the Institute of Education and Research, University of the Punjab, Lahore'. A self-developed critical thinking skills scale (CTSS) was used for collecting the data. Independent samples t-test and ANCOVA were used to analyse the data. Findings show that there was an effect of the autonomous learner approach on prospective teachers' self-directed learning skills. The conclusion demonstrates that the autonomous learner approach is requisite in developing critical thinking skills among prospective teachers.

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The effect of practices based on argumentation-based inquiry approach on teacher candidates’ critical thinking

Cited by 20 publications

References 44 publications

Türki̇ye’de Eleşti̇rel Düşünme Konusunda Gerçekleşti̇ri̇len Tezleri̇n Anali̇zi̇

Türki̇ye’de Eleşti̇rel Düşünme Konusunda Gerçekleşti̇ri̇len Tezleri̇n Anali̇zi̇

The effect of a cooperative argumentation model on listening and inquiry skills and argument level

Effect of Autonomous Learner Approach on Prospective Teachers' Critical Thinking Skills

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