Effect of Cooperative Learning Supported by Reflective Thinking Activities on Students’ Critical Thinking Skills

Erdoğan, Fatma

doi:10.14689/ejer.2019.80.5

Cited by 55 publications

(54 citation statements)

References 28 publications

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“…Besides, there are studies in the literature on reflective practices that develop CT. Accordingly, researchers state that the reflection of the individual through their experiences supports the development of CT skills (e.g., Erdogan, 2019;Gibbons & Gray, 2004;Jones, 2003;Yeh, 2004).…”

Section: Intersections Between Ct and Rt Skillsmentioning

confidence: 99%

The relationship between prospective middle school mathematics teachers’ critical thinking skills and reflective thinking skills

Erdoğan

2020

Participatory Educational Research

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The aim of this study was to analyze the relationship between critical thinking skills and reflective thinking skills of prospective middle school mathematics teachers. In addition, it was aimed to examine critical thinking skills and reflective thinking skills of prospective middle school mathematics teachers with regard to some variables (gender, grade level, academic achievement level). This study adopts one of the general survey models: relational survey model. 201 prospective middle school mathematics teachers studying in Elementary Mathematics Teacher Education Program at a state university participated in this study. Reflective Thinking Scale and Critical Thinking Standards Scale were used. For the data analysis, descriptive statistics, independent sample t-test, one-way analysis of variance, correlation analysis, and simple linear regression analysis were used. The findings of this study showed that the prospective teachers' critical thinking skill level is high (agree), reflective thinking skill level is at moderate level (neutral). Critical thinking skills of the prospective teachers were significantly different in terms of gender and academic achievement. On the other hand, reflective thinking skills of the prospective teachers were significantly different in terms of grade level. Besides, there was a positive, significant and moderate relationship between critical thinking skills and reflective thinking skills of the prospective teachers. The prospective teachers' critical thinking skills were the significant predictors of their reflective thinking skills. It was found that critical thinking skills explained 24% of the variance related to reflective thinking skills.

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Section: Intersections Between Ct and Rt Skillsmentioning

confidence: 99%

The relationship between prospective middle school mathematics teachers’ critical thinking skills and reflective thinking skills

Erdoğan

2020

Participatory Educational Research

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“…Critical thinking skills of university students especially teacher candidates are commonly examined in the studies in Turkish cultures (Alkın-Şahin, Tunca and Ulubey, 2014; Alper, 2010; Ay, 2005;Cansoy and Tütkoğlu, 2017;Demir, 2015;Erdogan, 2019;Tican and Taspinar, 2015); however, university students other than teacher candidates are not studied in the context of the Turkish culture, also, the prediction of reflective thinking skills towards problem solving with the combinations of dimensions of critical thinking, study time and social activities is not studies in the previous studies. Critical thinking is a necessary skill for academic success (Scott and Markett 1994;Siller 2001) and also it is emphasized that for students to reach their fullest potential in today's society, university students must learn to think and reason critically and apply these thinking skills appropriately (Gogus 2015;Harris 2010;Meyers 1986).…”

Section: Literature Of Intersections Between Critical Thinking Skillsmentioning

confidence: 99%

Eleştirel Düşünme Becerileri ve Problem Çözmeye Yönelik Yansıtıcı Düşünme Becerileri Arasındaki İlişkiler

Göğüş

Bahadır

2020

Pamukkale University Journal of Education

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This study investigates the relationship between the critical thinking skills and the reflective thinking skills toward problem solving and the effects of two variables weekly study hours and social activities on reflective and critical thinking. Positive correlations between reflective thinking and four sub-dimensions of critical thinking, analyticity, systematicity, selfconfidence, inquisitiveness, also between critical thinking skills and all three sub-dimensions of reflective thinking, questioning, reasoning, and evaluation, are found. A regression model is obtained to predict the reflective thinking skills toward problem solving with three dimensions of critical thinking skills; self-confidence, analyticity, inquisitiveness. Weekly study hours have a significant effect on both reflective and critical thinking. As time spending on studying increases until 15 hours in a week, questioning and reasoning dimensions of the reflective thinking and inquisitiveness dimension of the critical thinking are increasing. As time spending on studying increases until 20 hours in a week, only evaluation dimension of the reflective thinking are increasing. Being an active undergraduate in studying affect questioning, reasoning, evaluation skills of reflective thinking, and also inquisitiveness skill of critical thinking while social activities affect not only questioning and evaluation dimensions of reflective thinking, but also truth-seeking, open-mindedness, and systematicity dimensions of critical thinking.

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“…Critical thinking, related to mathematical skills such as problem-solving, questioning and analysis, is an essential part of Mathematics education (Driscoll, 2015;Wahyudin, Ahman, Rusmono, Rahmawati, 2017). Reflection is not a practice in many Mathematics classrooms (Erdogan, 2019;Posthuma, 2012;). In an earlier study by Posthuma (2011), it was noted that Mathematics teachers have limited understanding of the concept of reflection and there was therefore no evidence that teachers reflect-for-action neither reflected on-action verbally or in writing.…”

Section: Literature Reviewmentioning

confidence: 99%

Becoming reflective practitioners: Mathematics student teachers' experiences

Ngololo

Kanandjebo

2021

J. Res. Adv. Math. Educ

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The level of quality reflective practice remains low among student teachers majoring in Mathematics education. This paper aims to identify the levels of reflective practice possessed by Mathematics education student teachers in a teacher training program at higher learning institutions in Namibia. The professional status requires that teachers become reflective practitioners to develop their effectiveness- a skill they can acquire during their training. A reflection framework was used to identify levels of reflective practices among Mathematics student teachers. This study is qualitative and employed a narrative inquiry approach to assess the effectiveness of reflective practice as experienced by student teachers. A total of ten third-year undergraduate students majoring in Mathematics Education participated in the study by generating reflective journals. The results show that student teachers have insufficient reflective skills which are limited to the first two levels of the reflection framework: technical reflection and reflection-in-and-on-action. This could be due to little guidance offered on developing reflective skills and its use by student teachers. This study's findings will be used to improve the rationality, social and educational practices among the student teachers.

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Effect of Cooperative Learning Supported by Reflective Thinking Activities on Students’ Critical Thinking Skills

Cited by 55 publications

References 28 publications

The relationship between prospective middle school mathematics teachers’ critical thinking skills and reflective thinking skills

The relationship between prospective middle school mathematics teachers’ critical thinking skills and reflective thinking skills

Eleştirel Düşünme Becerileri ve Problem Çözmeye Yönelik Yansıtıcı Düşünme Becerileri Arasındaki İlişkiler

Becoming reflective practitioners: Mathematics student teachers' experiences

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