Examination of Critical Thinking Skills of Preservice Science Teachers: A Perspective of Social Constructivist Theory.
Examination of Critical Thinking Skills of Preservice Science Teachers: A Perspective of Social Constructivist Theory.
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职前科学教师批判性思维能力的检验：社会建构主义理论的视角。
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发表时间：
2018
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通讯作者：
Umit Demiral
中科院分区：
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作者：
Umit Demiral
本研究旨在探讨职前科学教师的批判性思维技巧在不同变量(性别、年级、学业平均分数、活动参与度)及其看法上的差异。本研究采用了序贯解释设计，这是一种混合方法的研究设计。这项研究是在土耳其卡帕多西亚地区选择的一所国立大学科学教育系的200名职前教师进行的。通过有目的的抽样方法，对参与研究的职前教师中的低水平教师(f=7)和高水平教师(f=7)进行访谈。关于所获得的数量和质量数据，已确定职前教师的批判性思维技能在性别、年级水平和学业平均成绩方面没有显示出任何显著差异，但在所进行的活动方面存在显著差异。职前教师表示，他们的家庭结构、他们互动的社会环境和个性特征被认为对发展批判性思维技能是有效的。本研究的结论是，在大学里培养更高水平的技能，如批判性思维技能的培训是有效的，但职前教师的社会和文化背景对这些技能也是有效的。建议准备提高更高水平技能的内容，如批判性思维技能，以及大学提供的教育学或教学知识教育。
The purpose of this study is to examine the critical thinking skills of preservice science teachers in terms of various variables (gender, grade level, academic grade point average, participation in activities) and their opinions. In the research, sequential explanatory design, which is one of the mixed method research designs, was used. The study was carried out with 200 preservice teachers studying at Science Education Department of a state university chosen at Cappadocia region of Turkey. Interviews were conducted with low-level (f=7) and high-level (f=7) preservice teachers selected by means of purposive sampling method from these pre-service teachers participating in the study. Regarding the quantitative and qualitative data obtained; it has been determined that the critical thinking skills of the preservice teachers did not show any significant difference according to gender, grade level and academic grade point average, but there was a significant difference in terms of the activities performed. Preservice teachers expressed that their family structures, social environments in which they interact, and characteristic features were said to be effective in the development of critical thinking skills. Regarding the findings, it has been concluded that trainings that will evoke higher level skills such as critical thinking skills in universities can be effective, but the social and cultural background of the preservice teachers are also effective on these skills. It is recommended to prepare contents that enhance higher level skills such as critical thinking skills as well as education for pedagogy or content knowledge given at universities.