İlköğretim öğretmenlerinin "eleştirel düşünmeyi destekleme davranışlarının" değerlendirilmesi
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Date
2012
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Eğitim Bilimleri Enstitüsü
Abstract
In the present study, the purpose is to investigate the extent to which elementary school teachers display behaviors supporting critical thinking and whether their critical thinking supportive behaviors vary depending on some variables. Then, detail investigation of ?how behaviors supportive or preventive of critical thinking are reflected in the class environment? and ?why such supportive behaviors can not be displayed in the classroom environment?.In the present study carried out with a mixed method, Sequential Explanatory Design was used. The target universe of the quantitative dimension of the study consists of totally 96.966 teachers working as Science and Technology teachers, Mathematics teachers, Classroom teachers, Social Studies teachers and Turkish language teachers in elementary schools in Turkey, the sampling of the study consists of 383 teachers selected according to the distribution of branches determined based on Stratified Sampling Method, which is believed to represent the target population. In the qualitative dimension of the study, on the other hand, one teacher having the highest score for each branch, totally 5 teachers, were selected to be included in the study group of unstructured observation (Critical Case Sampling) and the teachers having the second highest score, medium and the lowest scores from each branch, totally 15 teachers, constituted the study group of interviews (Maximum Variation Sampling). In the collection of the data, ?Critical Thinking Supportive Teachers? Behaviors Inventory? (CTSTBI) developed by the researcher was employed. Unstructured observation technique and a semi-structured interview form were used to collect qualitative data. In order to determine the construct validity of each dimension of CTSTBI, explanatory factor analysis was carried out; and internal consistency coefficient, item-total correlation, difference of lower-upper group means and split half procedure were employed to analyze the reliability. In order to determine the extent to which the teachers exhibit their critical thinking supportive behaviors, descriptive statistics were calculated for the response they gave to the dimensions of CTSTBI. The scores of the teachers taken from CTSTBI were compared in relation to some variables and this was done through independent samples t test, one-way variance analysis and Kruskall Wallis H Test. The qualitative data were analyzed according to content analysis method.The factor analysis revealed that the inventory consists of five dimensions being ?Open Mindedness? (OM), ?Questioning of the Accuracy and Reliability of Information?, (QARI), ?Seeking for Causes and Evidence? (SCE), ?High Level Questioning? (HLQ) and ?Openness? (O) and these dimensions all have one factor-structure. Internal consistency coefficients for each dimension of the inventory are quite high.It was also found that the teachers? perception of their exhibiting supportive behaviors both as a whole and in terms of their relative branches is high and the dimension for which they view themselves the least adequate is ?QARI? and the dimension for which the view themselves the most adequate is ?O?.In comparison based on gender, it was found that there is a significant difference only in ?O? dimension. It was also found that the scores taken by the teachers for ?OM? and ?O? dimensions do not vary depending on the branch; on the other hand, their scores taken from ?QARI?, ?SCE? and ?HLQ?. Depending on the conditions of being recruited at their teaching posts, there is no significant difference in ?O? and ?SCE?, yet, there is a significant difference in their scores taken from ?OM?, ?QARI? and ?HLQ? dimensions. Comparisons relating to the education level, schools graduated and the number of students in the class did not reveal any significant relations in any of the sub-dimensions. Comparisons concerning the length of working time in teaching profession revealed significant differences in scores taken from ?OM?, ?QARI?, ?SCE? and ?HLQ? dimensions.It was found that the teachers mostly exhibit behaviors covertly or indirectly inhibiting ?OM?, ?QARI?, ?SCE?, ?HLQ? and ?O? dimensions or their negative counterparts rather than behaviors supporting these dimensions. It was found that the teachers exhibit behaviors that may inhibit critical thinking, they have misconceptions, concerns, reservations, negative ideas, priorities and low expectations from students and these may be exhibited due to system-based problems.
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İlköğretim öğretmenleri, eleştirel düşünme