The investigation of the creative thinking levels and the critical thinking disposition of pre-service elementary teachers

Gök, Bilge; Erdoğan, Tolga

doi:10.1501/egifak_0000001223

Cited by 20 publications

(18 citation statements)

References 3 publications

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“…Findings of a large number of studies conducted with in-service teachers or preservice teachers (e.g. Bakır, 2015;Coşkun, 2013;Coskun & Altinkurt, 2016;Fırat Durdukoca & Arıbaş, 2010;Gök & Erdoğan, 2011;Koçak, et al 2015;Kuvaç & Koç, 2014;Şen, 2009;Tural & Seçgin, 2012;), are consistent with the findings of the current study. A relatively smaller amount of research found that teachers' critical thinking dispositions vary significantly depending on gender.…”

Section: Edupij • Volume 6 • Issue 2 • 2017supporting

confidence: 89%

A Study on the Relationships between Teachers’ Critical Thinking Dispositions and Their Perceptions of Occupational Professionalism

Ekinci¹,

Ekinci²

2017

EDUPIJ

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The purpose of this descriptive study is to explore the relationships between teachers' critical thinking dispositions and their perceptions of occupational professionalism. The sample of the study has consisted of 242 teachers specified from the population of upper-secondary school teachers working in Mentese, Mugla, Turkey. The data of the study were collected through the administration of the UF/EMI Critical Thinking Dispositions Assessment scale and the Teachers' Occupational Professionalism scale. In the analysis of the data, descriptive statistics, t-test, ANOVA and multiple regression analysis were employed. The results of the study revealed that: (1) Teachers have a high level of critical thinking disposition which does not significantly change for the variables of gender, school type or seniority, but it does for education level; (2) Teachers have a high level perception of their own professionalism within professional awareness and emotional labor dimensions of occupational professionalism. They have a moderate level perception of their own professionalism within contribution to organization and personal development dimensions of occupational professionalism. Their total perception scores do not sinificantly change for the veriables of gender, education, school type or seniority. (3) The dimensions of critical thinking dispositions of teachers together predict a significant part of their occupational professionalism perceptions. In short teachers' critical thinking dispositions seem to be an important component of teacher professionalism.

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Section: Edupij • Volume 6 • Issue 2 • 2017supporting

confidence: 89%

A Study on the Relationships between Teachers’ Critical Thinking Dispositions and Their Perceptions of Occupational Professionalism

Ekinci¹,

Ekinci²

2017

EDUPIJ

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“…As to the studies focusing on critical thinking and problem solving skills, it is clear that the latter are limited in number. On the other hand, the above-mentioned studies have mainly worked on two separate sample groups; 1) in-service and pre-service teachers from different branches (Berkant & Eren, 2013;Gök & Erdoğan, 2011;Kahyaoğlu, 2013;Küçük & Uzun, 2013;McBride, Xiang, & Wittenburg, 2002;Otacıoğlu, 2008;Schreglmann & Doğruluk, 2012;Serin, 2013;Yüksel, Uzun, & Dost, 2013); 2) students attending the department of nursing (Beşer & Kıssal, 2009;Drennan, 2010;Kanbay, et al, 2013;Kawashima & Shiomi, 2007;Shin, Lee, Ha, & Kim, 2006;Şahiner, Açıkgöz, & Açıkel, 2013). As to the samples of the studies, it is seen that the studies conducted with preservice teachers are many more than the others.…”

Section: Introductionmentioning

confidence: 99%

Examining the Critical Thinking Dispositions and the Problem Solving Skills of Computer Engineering Students

Özyurt

2015

EURASIA J MATH SCI T

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Problem solving is an indispensable part of engineering. Improving critical thinking dispositions for solving engineering problems is one of the objectives of engineering education. In this sense, knowing critical thinking and problem solving skills of engineering students is of importance for engineering education. This study aims to determine the critical thinking dispositions and the problem solving skills of computer engineering students as well as the relationship between them. The study was conducted in a university located in the north of Turkey at the beginning of the 2013-2014 spring semester. The research sample consisted of 186 students attending the faculty of engineering department of computer engineering. The California Critical Thinking Dispositions Inventory (CCTDI) and the Problem Solving Inventory (PSI) were used for data collection. The descriptive survey model was employed. The data obtained in the study were analyzed via the independent t-test, the Mann Whitney U-test, the Kruskal-Wallis test, and the Pearson's Correlation coefficient. The research results indicated that the students had high-level critical thinking dispositions and problem solving skills. Critical thinking disposition levels of the students did not vary statistically significantly by gender and grade. Similarly, no statistically significant variation was observed in the problem solving skill levels of the students by gender and grade. In addition, a statistically significant relationship was found between the critical thinking dispositions and the problem solving skills of students, but it was a low-level relationship.

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“…Teachers' ownership of professional values does not differ in terms of gender. Several studies in the literature resulted that gender had not influenced critical thinking disposition on the basis of total score (Ay, Padem & Eriş, 2010;Coşkun, 2013;Ekinci, 2009;Gök & Erdoğan, 2011;Kuvaç & Koç, 2014;Şen, 2009;Tural & Seçgin, 2012). In addition to these supportive studies, there are several studies that have reported significant differences in critical thinking disposition as of gender both on the basis of total score (Alkın-Şahin, Tunca & Ulubey, 2013) and of some sub-dimensions (Kuvaç & Koç, 2014;Tümkaya, 2011;Zayif, 2008).…”

Section: Discussionmentioning

confidence: 99%

Relationship between Professional Values and Critical Thinking Disposition of Science-Technology and Mathematics Teachers

Şahin

Tunca

Altınkurt

et al. 2015

EURASIA J MATH SCI T

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The purpose of this study is to determine the relationship between the professional values and critical thinking disposition of science-technology and mathematics teachers working in middle schools. The survey research method was employed in the study. The sample of the study is comprised of 193 teachers (90 science-technology and 103 mathematics teachers) working in middle schools located in the city center of Afyonkarahisar, as well as the villages in the same province during the 2013-2014 academic school year. Teachers' Professional Values Scale (TPVS) and California Critical Thinking Disposition Inventory (CCTDI) were used as data gathering tools in the study. The data was analyzed through descriptive statistics, t-test, ANOVA and correlation analyses. The results of the study indicate that the level of teachers' having professional values is higher than middle level and their level of critical thinking disposition is low. Besides, there is a meaningful level of relation between teachers' professional values and critical thinking disposition.

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The investigation of the creative thinking levels and the critical thinking disposition of pre-service elementary teachers

Cited by 20 publications

References 3 publications

A Study on the Relationships between Teachers’ Critical Thinking Dispositions and Their Perceptions of Occupational Professionalism

A Study on the Relationships between Teachers’ Critical Thinking Dispositions and Their Perceptions of Occupational Professionalism

Examining the Critical Thinking Dispositions and the Problem Solving Skills of Computer Engineering Students

Relationship between Professional Values and Critical Thinking Disposition of Science-Technology and Mathematics Teachers

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