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The Effect of Different Critical Thinking Teaching Approaches on Critical Thinking Skills: A Meta-Analysis Study

Yıl 2020, Cilt: 49, 88 - 111, 01.05.2020
https://doi.org/10.9779/pauefd.561742

Öz

Critical thinking (CT) which is the self-regulatory thinking process includes some skills like interpretation, analysis, evaluation, inference, and evidence questioning. There are skill-based, content-based and mix CT teaching approaches in the literature. It is important to find out how effective these approaches are on CT skills rather than whether they are effective in CT. So this study aimed to determine to what extent the content-based and skill-based teaching of CT is effective in improving the CT skills. 21 results of 17 research studies were included in the meta-analysis. The content-based teaching of CT is strongly effective in improving students’ CT skills. This effect level does not differ significantly by whether the sample group is gifted or normal students and by educational level of sample groups. Also, the skill-based teaching of CT is strongly effective in improving students’ CT skills. Besides, the effect size of the studies which applied the skill-based teaching of CT is higher than the effect size of the studies which applied the content-based teaching of CT. However, there is no significant difference between these two approaches in terms of improving CT skills. So skill-based and content based critical thinking teaching approaches can be used for all students from different education levels to improve critical thinking skills

Kaynakça

  • Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, A. C. & Persson, T. (2015). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 85 (2), 275–314.
  • Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamim, R. & Zhang, D. (2008). Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of Educational Research, 78 (4), 1102-1134.
  • Akgöz, S., Ercan, İ. & Kan, İ. (2004). Meta-analysis. Uludağ Medical Journal, 30 (2), 107-112.
  • Akınoğlu, O. (2001). Eleştirel düşünme becerilerini temel alan fen bilgisi öğretiminin öğrenme ürünlerine etkisi. Unpublished doctoral dissertation, Hacettepe Üniversitesi, Ankara.
  • Arrington, W. T. (2017). An analysis of the teaching of critical thinking skills in history in postsecondary eucation. Unpublished doctoral dissertation, Texas Wesleyan University, Texas.
  • Ay, Ş. & Akgöl, H. (2008). Eleştirel düşünme gücü ile cinsiyet, yaş ve sınıf düzeyi. Kuramsal Eğitimbilim, 1 (2), 65-75.
  • Bankert-Drowns, R. L. & Bankert, E. (1990, Nisan). Meta-analysis of effects of explicit instruction for critical thinking. The Annual Meeting of the American Educational Research Association, Boston.
  • Behar-Horenstein, L. S. & Niu, L. (2011). Teaching critical thinking skills in higher education: a review of the literature. Journal of College Teaching & Learning, 8 (2), 25-42.
  • Beyer, B. (1987). Practical strategies for the teaching of thinking. Boston: Allyn and Bacon, INC.
  • Beyer, B. (1991). Teaching thinking skills: A handbook for elementary school teachers. Boston: Allyn and Bacon.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. West Sussex, UK: John Wiley & Sons, Ltd.
  • Chambers, E. (2004). An introduction to meta-analysis with articles from the journal of educational research (1992–2002). The Journal of Educational Research, 98 (1), 35–44.
  • Chau, J. P. C., Chang, A. M., Lee, I. F. K., Ip, W. Y., Lee, D. T. T. & Wootton, Y. (2001). Effects of using videotaped vignettes on enhancing students’ critical thinking ability in a baccalaureate nursing programme. Journal of Advanced Nursing, 36 (1), 112-119.
  • Cohen, J. (1988). Statistical Power analysis for the behavioral sciences. Hillsdale, NJ: Lawrance Earlbaum Associates.
  • Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education. London: Routledge.
  • Cooper, H., Hedges, L. V. & Valentine, J. C. (Eds.). (2009). The handbook of research synthesis and meta-analysis. New York: Sage.
  • Creswell, J. W. (2014). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th Edition). Harlow Essex: Pearson.
  • Ennis, R. H. (1985). A logical basis for measuring critical thinking skills. Educational Leadership, 43 (2), 44-48.
  • Ennis, R. H. (1991). Goals for a critical thinking curriculum. In Costa, A. (Ed.), Developing Minds. Alexandria: Virginia. ASCD.
  • Erkuş, A. (2009). Davranış bilimleri için bilimsel araştırma süreci. Ankara: Seçkin Publishing.
  • Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. Research Findings and Recommendations. Prepared for the Committee on Pre-College Philosophy. New York NY: American Philosophical Association.
  • Hedges, L.V. & Olkin, I. (1985). Statistical methods for meta-analysis. New York: Academic Press.
  • Hitchcock, D. (2004). The effectiveness of computer-assisted instruction in critical thinking. Informal Logic, 24 (3), 183-217.
  • Huedo-Medina, T. B., Sanchez-Meca, J., Marin-Martinez, F., & Botella, J. (2006). Assessing heterogeneity in meta-anlaysis: Q statistic or I2 index?. Psychological Methods, 11 (2), 193-206.
  • Lipman, M. (1988). Critical thinking-what can it be? Educational Leadership, 46 (1), 38-43.
  • McPeck, J. E. (2016). Critical thinking and education. Routledge.
  • McMillan, J. H. & Schumacher, S. (2001). Research in education: A conceptual introduction. 5th ed. New York: Longman.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd Ed.). Thousand Oaks: Sage Publications.
  • Paul, R. (1992). Critical thinking: What, why, and how. New directions for community colleges, 77, 3-24.
  • Perkins, D. & Salomon, N. G. (1989). Are cognitive skills context-bound. Educational Researcher, 18, 16-25.
  • Petticrew, M. & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Malden: Blackwell Publishing.
  • Polat, S. (2015). Eleştirel düşünme becerisi ile ilgili Türkiye’de yapılmış nitel çalışmaların değerlendirilmesi: bir meta-sentez çalışması. International Online Journal of Educational Sciences, 7 (3), 229-243.
  • Resnick, L. B. (1987). Education and learning to think. Washington: National Academies.
  • Rosenthal, R. (1979). The 'file drawer' problem and tolerance for null results. Psychological Bulletin, 86, 638-641.
  • Schafersman, S. D. (1991). An introduction to critical thinking. Retrieved January 25, 2019, from www.freeinquiry.com/critical-thinking.htlm.
  • Scriven, M. & Paul, R. (2004). Defining critical thinking. A statement to the National Council for Excellence in Critical Thinking Instruction. Retrieved January 25, 2019, from www.criticalthinking.org.
  • Sternberg, R. J. (1985). Teaching critical thinking, part 1: are we making mistakes?. Phi Delta Kapan, 67, 194-198.
  • Tiruneh, D. T., Verburgh, A. & Elen, J. (2014). Effectiveness of critical thinking instruction in higher education: a systematic review of intervention studies. Higher Education Studies, 4 (1), 1-17.
  • Vandenberg, D. (2009). Critical thinking about truth in teaching: The epistemic ethos. Educational Philosophy and Theory, 41 (2), 155-165.
  • Watson, G. & Glaser, M. E. (2010). Watson-Glaser TM II critical thinking appraisal. USA: Pearson.
  • Wells, K. & Littell, J. H. (2009). Study quality assessment in systematic reviews of research on intervention effects. Research on Social Work Practice, 19 (1), 52-62.
  • Zhang, Y. & Espinoza, S. (1998). Relationships among computer self-efficacy, attitudes toward computers, and desirability of learning computing skills. Journal of Research on Technology in Education, 30 (4), 420-436.

Farklı Eleştirel Düşünme Öğretim Yaklaşımlarının Eleştirel Düşünme Becerisine Etkisi: Bir Meta Analiz Çalışması

Yıl 2020, Cilt: 49, 88 - 111, 01.05.2020
https://doi.org/10.9779/pauefd.561742

Öz

Öz düzenleyici bir
düşünme süreci olan eleştirel düşünme yorumlama, analiz, değerlendirme,
çıkarımda bulunma ve kanıtları sorgulama gibi becerileri içinde barındırır.
Alanyazında beceri temelli, içerik temelli ve karma yaklaşım olmak üzere üç
farklı temel eleştirel düşünme öğretim yaklaşımı bulunmaktadır. Kullanılan
yaklaşımın eleştirel düşünme becerisi üzerinde etkili olup olmadığı yerine bu
yaklaşımın eleştirel düşünme becerisi üzerinde ne derece etkili olduğunun
öğrenilmesi daha önemlidir. Dolayısıyla, bu çalışmada içerik temelli ve beceri
temelli eleştirel düşünme öğretim yaklaşımlarının eleştirel düşünme becerisini
geliştirmede ne derece etkili olduğunun belirlenmesi amaçlanmıştır. 17
araştırmaya ait 21 sonuç meta analize dahil edilmiştir. İçerik temelli
eleştirel düşünme öğretim yaklaşımı öğrencilerin eleştirel düşünme becerisini
geliştirmede güçlü düzeyde etkilidir. Bu etki düzeyi örneklem grubunun üstün
yetenekli ya da normal yetenekli olmasına ve örneklem grubunun öğretim seviyesine
göre anlamlı bir şekilde farklılaşmamaktadır. Ayrıca beceri temelli eleştirel
düşünme öğretim yaklaşımı öğrencilerin eleştirel düşünme becerisini
geliştirmede güçlü düzeyde etkilidir. Buna ek olarak, beceri temelli eleştirel
düşünme öğretimi yapılan çalışmaların etki büyüklüğü, içerik temelli eleştirel
düşünme öğretimi yapılan çalışmaların etki büyüklüğünden yüksektir. Ancak bu
iki yaklaşım arasında, eleştirel düşünme becerisini geliştirme açısından
anlamlı bir fark yoktur. Dolayısıyla içerik temelli ve beceri temelli eleştirel
düşünme öğretim yaklaşımı bütün öğretim seviyelerinde eleştirel düşünme
becerisinin geliştirilmesinde kullanılabilir.



Kaynakça

  • Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, A. C. & Persson, T. (2015). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 85 (2), 275–314.
  • Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamim, R. & Zhang, D. (2008). Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of Educational Research, 78 (4), 1102-1134.
  • Akgöz, S., Ercan, İ. & Kan, İ. (2004). Meta-analysis. Uludağ Medical Journal, 30 (2), 107-112.
  • Akınoğlu, O. (2001). Eleştirel düşünme becerilerini temel alan fen bilgisi öğretiminin öğrenme ürünlerine etkisi. Unpublished doctoral dissertation, Hacettepe Üniversitesi, Ankara.
  • Arrington, W. T. (2017). An analysis of the teaching of critical thinking skills in history in postsecondary eucation. Unpublished doctoral dissertation, Texas Wesleyan University, Texas.
  • Ay, Ş. & Akgöl, H. (2008). Eleştirel düşünme gücü ile cinsiyet, yaş ve sınıf düzeyi. Kuramsal Eğitimbilim, 1 (2), 65-75.
  • Bankert-Drowns, R. L. & Bankert, E. (1990, Nisan). Meta-analysis of effects of explicit instruction for critical thinking. The Annual Meeting of the American Educational Research Association, Boston.
  • Behar-Horenstein, L. S. & Niu, L. (2011). Teaching critical thinking skills in higher education: a review of the literature. Journal of College Teaching & Learning, 8 (2), 25-42.
  • Beyer, B. (1987). Practical strategies for the teaching of thinking. Boston: Allyn and Bacon, INC.
  • Beyer, B. (1991). Teaching thinking skills: A handbook for elementary school teachers. Boston: Allyn and Bacon.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. West Sussex, UK: John Wiley & Sons, Ltd.
  • Chambers, E. (2004). An introduction to meta-analysis with articles from the journal of educational research (1992–2002). The Journal of Educational Research, 98 (1), 35–44.
  • Chau, J. P. C., Chang, A. M., Lee, I. F. K., Ip, W. Y., Lee, D. T. T. & Wootton, Y. (2001). Effects of using videotaped vignettes on enhancing students’ critical thinking ability in a baccalaureate nursing programme. Journal of Advanced Nursing, 36 (1), 112-119.
  • Cohen, J. (1988). Statistical Power analysis for the behavioral sciences. Hillsdale, NJ: Lawrance Earlbaum Associates.
  • Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education. London: Routledge.
  • Cooper, H., Hedges, L. V. & Valentine, J. C. (Eds.). (2009). The handbook of research synthesis and meta-analysis. New York: Sage.
  • Creswell, J. W. (2014). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th Edition). Harlow Essex: Pearson.
  • Ennis, R. H. (1985). A logical basis for measuring critical thinking skills. Educational Leadership, 43 (2), 44-48.
  • Ennis, R. H. (1991). Goals for a critical thinking curriculum. In Costa, A. (Ed.), Developing Minds. Alexandria: Virginia. ASCD.
  • Erkuş, A. (2009). Davranış bilimleri için bilimsel araştırma süreci. Ankara: Seçkin Publishing.
  • Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. Research Findings and Recommendations. Prepared for the Committee on Pre-College Philosophy. New York NY: American Philosophical Association.
  • Hedges, L.V. & Olkin, I. (1985). Statistical methods for meta-analysis. New York: Academic Press.
  • Hitchcock, D. (2004). The effectiveness of computer-assisted instruction in critical thinking. Informal Logic, 24 (3), 183-217.
  • Huedo-Medina, T. B., Sanchez-Meca, J., Marin-Martinez, F., & Botella, J. (2006). Assessing heterogeneity in meta-anlaysis: Q statistic or I2 index?. Psychological Methods, 11 (2), 193-206.
  • Lipman, M. (1988). Critical thinking-what can it be? Educational Leadership, 46 (1), 38-43.
  • McPeck, J. E. (2016). Critical thinking and education. Routledge.
  • McMillan, J. H. & Schumacher, S. (2001). Research in education: A conceptual introduction. 5th ed. New York: Longman.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd Ed.). Thousand Oaks: Sage Publications.
  • Paul, R. (1992). Critical thinking: What, why, and how. New directions for community colleges, 77, 3-24.
  • Perkins, D. & Salomon, N. G. (1989). Are cognitive skills context-bound. Educational Researcher, 18, 16-25.
  • Petticrew, M. & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Malden: Blackwell Publishing.
  • Polat, S. (2015). Eleştirel düşünme becerisi ile ilgili Türkiye’de yapılmış nitel çalışmaların değerlendirilmesi: bir meta-sentez çalışması. International Online Journal of Educational Sciences, 7 (3), 229-243.
  • Resnick, L. B. (1987). Education and learning to think. Washington: National Academies.
  • Rosenthal, R. (1979). The 'file drawer' problem and tolerance for null results. Psychological Bulletin, 86, 638-641.
  • Schafersman, S. D. (1991). An introduction to critical thinking. Retrieved January 25, 2019, from www.freeinquiry.com/critical-thinking.htlm.
  • Scriven, M. & Paul, R. (2004). Defining critical thinking. A statement to the National Council for Excellence in Critical Thinking Instruction. Retrieved January 25, 2019, from www.criticalthinking.org.
  • Sternberg, R. J. (1985). Teaching critical thinking, part 1: are we making mistakes?. Phi Delta Kapan, 67, 194-198.
  • Tiruneh, D. T., Verburgh, A. & Elen, J. (2014). Effectiveness of critical thinking instruction in higher education: a systematic review of intervention studies. Higher Education Studies, 4 (1), 1-17.
  • Vandenberg, D. (2009). Critical thinking about truth in teaching: The epistemic ethos. Educational Philosophy and Theory, 41 (2), 155-165.
  • Watson, G. & Glaser, M. E. (2010). Watson-Glaser TM II critical thinking appraisal. USA: Pearson.
  • Wells, K. & Littell, J. H. (2009). Study quality assessment in systematic reviews of research on intervention effects. Research on Social Work Practice, 19 (1), 52-62.
  • Zhang, Y. & Espinoza, S. (1998). Relationships among computer self-efficacy, attitudes toward computers, and desirability of learning computing skills. Journal of Research on Technology in Education, 30 (4), 420-436.
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Şule Çeviker Ay Bu kişi benim 0000-0002-9505-5105

Ali Orhan 0000-0003-1234-3919

Yayımlanma Tarihi 1 Mayıs 2020
Gönderilme Tarihi 8 Mayıs 2019
Kabul Tarihi 11 Eylül 2019
Yayımlandığı Sayı Yıl 2020 Cilt: 49

Kaynak Göster

APA Çeviker Ay, Ş., & Orhan, A. (2020). The Effect of Different Critical Thinking Teaching Approaches on Critical Thinking Skills: A Meta-Analysis Study. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 49, 88-111. https://doi.org/10.9779/pauefd.561742