Investigation of The Effect of Pre-Service Classroom Teachers’ Critical Thinking Disposition on Their Media Literacy

Abstract

<span lang="EN-US">It is important to develop a critical perspective in terms of interpreting the messages to be given to the individuals through media and questioning the authenticity and content of these messages. It is therefore necessary to train the individuals called media literate who can critically perceive and evaluate the information conveyed through the media to increase the positive effects of the media and to reduce their negative effects as much as possible. The purpose of the current study is to investigate the effect of the pre-service teachers’ critical thinking disposition on their media literacy. The study employed the relational survey model, one of the quantitative research methods. In order to collect data, a personal information form, the Critical Thinking Disposition Scale, and the Media Literacy Level Determination Scale were used as the data collection tools. As a result of the study, the critical thinking disposition of the pre-service teachers was found to be medium and their media literacy was found to be high. The critical thinking disposition was found to be varying significantly depending on their gender and grade level; their media literacy was found to be varying depending on grade level but not on gender. There is a positive but low relationship between critical thinking disposition and media literacy and critical thinking is a significant predictor of media literacy.</span>

E-STEM project-based learning in teaching science to increase ICT literacy and problem solving

“…Ahmad, et al [5] reveal that students are required to be able to apply 21st century skill actively and learn effectively. Teachers and students, certainly, must be able to utilize technology in teaching process to enhance their literacy [6].…”

Öğretmen Adaylarının Sosyal Ağ Sitelerini Kullanım Amaçları, Eleştirel Düşünme Eğilimleri ve Medya Okuryazarlıkları Arasındaki İlişkiler

“…Media literacy involves being a critical recipient of media messages and being the user of media messages (Buckingham, 2003;Flores-Koulish, 2006;Jenkins, 2006;Mraz & Heron, 2003;Rosenbaum et al, 2008). In the research conducted so far, there was a positive correlation between pre-service teachers' critical thinking tendencies and their media literacy (Arke, 2005;Aybek & Demir, 2013;Çelik et al, 2018;Erişti & Erdem, 2018;Feurstein, 1999;Heinle, 1999;Karaman, 2016;Karaman et al, 2014;Semerci & Semerci, 2017). In the information society, undoubtedly educational institutions and teachers have the most important task for individuals to become media-literate.…”

“…The research findings are consistent with studies conducted on this subject. In the research studies conducted, there was a positive correlation between pre-service teachers' critical thinking tendencies and their media literacy (Arke, 2005;Aybek & Demir, 2013;Çelik et al, 2018;Erişti & Erdem, 2018;Karaman et al, 2014;Semerci & Semerci, 2017). On the other hand, critical thinking tendency and media literacy are the processes working together, and it is necessary for a media-literate person to consider whether information acquired through the media e-ISSN: 2536-4758 http://www.efdergi.hacettepe.edu.tr/ is fictional and to perceive such information in a certain doubt (Coughlin & Kalodner;Vraga & Tully, 2015).…”

Chassis Maintenance and Vehicle Power Transfer Learning: The Effectiveness of STEM on Students' Critical Thinking Ability

“…Meanwhile, Students will have the ability to accumulate all possible problem solving more accurately. Efforts to strengthen critical thinking skills must start from elementary school age (Çelik et al, 2018;Liang & Fung, 2020).…”