Araştırmanın amacı düşünme stilleri envanterinin geçerlilik ve güvenirlilik çalışmasını yeniden yapıp, Kars ili merkez ilçesinde Genel ve Anadolu liselerine devam eden öğrencilerinin düşünme stillerini bazı sosyo-demografik değişkenler açısından incelemektir. Bu amaç doğrultusunda Kars ili merkez ilçesinde Genel ve Anadolu liselerine devam eden lise öğrencilerinin; lise türü, cinsiyet ve sınıf düzeyi açısından düşünme stilleri envanterinin alt ölçekleri arasında anlamlı farklılığın olup olmadığı incelenmiştir. Bu bağlamda çalışma tarama modelindedir. Araştırmada veri toplama aracı olarak Fer (2005) tarafından Türkçeye uyarlanan Düşünme Stilleri Envanteri kullanılmıştır. Bu çalışma için Düşünme Stilleri Envanterinin 313 öğrenci ile yapılan uygulaması sonucunda ise beş alt ölçekli maddelik formunun toplamda Cronbach Alfa güvenirlilik değeri .97'dir. Araştırma sonucunda öğrencilerin algıladıkları iş görüler düzeyi, yasayapıcı, yürütmeci, yargılayıcı ve toplam boyutlarında lise türlerine göre anlamlı biçimde farklılaşmamaktadır. Ancak sınıf düzeyine göre yargılayıcı ve toplam boyutlarında anlamlı bir farklılaşma görülmektedir.

The main purpose of this study is to investigate prospective teachers' critical thinking and metacognition levels. The study is descriptive in nature and based on relational screening model. The participants were selected using stratified sampling method which is one of the random sampling methods, and 293 teachers became the participants of the study. The data collected via "California Critical Thinking Scale" and "Metacognition Scale" were analyzed using independent groups t-test, one-way variance analysis, correlation analysis as well as the descriptive statistics. Results show that although the participants' metacognition perceptions differed according to gender in the evaluation and organization dimensions, no significant differences were found in the other dimensions. The participants' perceived critical thinking levels did not show significant differences according to the departments they attend in the seeking truth, open-mindedness, analyticalness, systematicity, curiousness and total dimensions. Critical thinking total scores were found to display a negative relationship with evaluation, organization, and metacognition total scores while they showed a positive relationship with seeking the truth, open-mindedness, analyticalness, systematicity, self-confidence, and curiousness scores.

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This research mainly aims to test the reliability and validity of the Epistemological Beliefs Scale developed by Kop and Demir (2014) on the level of social sciences teaching from Faculty of Education. A total of 176 students participated in the study, which was carried out on 1 st , 2 nd , 3 rd and 4 th grades of the Social Sciences Teaching Department from the Faculty of Education in Kafkas University. An exploratory and confirmatory factor analysis was performed for the construct validity of the scale. Within the scope of reliability studies, the internal consistency (Cronbach Alpha) coefficients of the items were examined. As a result of the factor analysis, a total of 15 items consisting of the sub-dimensions that are 'a belief that learning depends on effort' (BLDE), 'a belief that learning depends on ability' (BLDA) and 'a belief of that there is only one truth' (BOOT) have been obtained. The Cronbach Alpha internal consistency coefficients for dimensions describing 47,783% of the total variance have been found to be 0.71 in total, 0.78 for the first factor, 0.69 for the second factor and 0.51 for the third factor. The compliance indicator examined as a result of confirmatory factor analysis has given satisfactory results in goodness of fit of the model and data. (KMO=0.784; Barlett Sphericty test χ 2 =610.108, χ 2 =122.03, sd=87, p<.01, RMSEA=0.048 and χ 2 /df=1.

Metacognition, thinking, and learning are a continuous transformation in case of different aspects of the same event. In turn, metacognition is an inseparable part of the process of thinking to think. Recently, the definition of metacognition has been elaborated. And as defined in the past, it has only consisted of "thinking on think", but now it covers of awareness of one's own knowledge, cognitive steps, cognitive and effective situations, intentional and awareness monitoring ability, and regulating his/herself knowledge, as well. In such a process, social awareness and social dimensions of development thinking in the participants' individual learning and language are an inevitable necessity and the key to thinking rather than effective think. In this line, individuals are also supposed to effectively use the cognitive processes and skills. Herewith, metacognition could be accepted as a large structure consisting of the community service activities. As research findings also revealed, the teachers' participation in community service activities is being effective for the development of cognitive skills and higher-level thinking processes; in this regard, as it contribute the teachers' development of the responsibility for their own learning, it has positively contributed that the more their necessary skills increased, the more positive attitude toward student the teachers have. To determine the prospective teachers' personal traits, the perception on Community Service Activities, and to measure the cognitive skills respectively in this research, it was used "Personal Information Form"; "Community Service Activities Scale", and "Cognitive Awareness Scale". Las but not least, the overall aim of this study is to uncover what extent the prospective teacher's cognitive skills is predicted in terms of the variables of Community Service Activities Perception Scale.