GDO’lara İlişkin Tartışma Temelli Etkinliklerin Öğretmen Adaylarının Eleştirel Düşünme Eğilimlerine Etkisi

Abstract

The aim of this research was to investigate the effects of science teaching activities supported by discussion and decision-making processes on critical thinking dispositions of teacher candidates. In the study, quasi-experimental pre-test and post-test control group design were used. The working group of research was composed of 101 teacher candidates, 49 of whom were in experimental group and 52 of whom were in control group. In the study, "California Critical Thinking Disposition Inventory" was administered as pre-test and posttest to the experimental and the control groups. The teacher candidates in the control group participated in largegroup discussions, while in experimental group were conducted discussion and decision-making processes in small groups. According to the findings obtained from the study, statistically significant increases were revealed in the critical thinking dispositions both of the groups. However, mean scores of control and experimental groups were compared, there was aa meaningful difference in favor of the experimental group.

Perception Graduates Science Education in Socio Scientific Issues Related with Scientific Communication and Critical Attitude

“…The development of critical thinking using SSI requires the role of the teacher [10]. Effect of science teaching activities through discussion and decisionmaking processes on the critical attitudes of teacher candidates that contribute to the development of scientific thinking [11]. Based on the relevant research above, it appears that teachers lead a significant role in the development of SSI.…”