The Role of Universities in Critical Thinking: Ankara Hacı Bayram Veli University, Ankara University and Kastamonu University

Sermin Asıl; Prof. Dr. Muharrem Çetin

Makale detayları

The Role of Universities in Critical Thinking: Ankara Hacı Bayram Veli University, Ankara University and Kastamonu University

Yazarlar:

Sermin Asıl | Prof. Dr. Muharrem Çetin

Yayıncı:

Ankara Hacı Bayram Veli University

Ana Başlıklar:

İletişim Çalışmaları | İletişim Kuramları | İletişim Teknolojisi ve Dijital Medya Çalışmaları | Sosyal Medya Çalışmaları

Dergi:

İletişim Kuram ve Araştırma Dergisi Issue 68, pp.1-30

Belge Tipi:

Makale

Yayın Tarihi:

11/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001331939

pISSN:

2147-4524

Anahtar kelimeler:

Özet:

 Critical thinking is a cognitive process that enables individuals to be conscious of their own thought processes and to interpret events occurring around them. In todays world, characterized by rapid technological transformation and increasing diversity of information, critical thinking is widely regarded as a guiding principle. In this context, the role of communication faculties, which provide both theoretical and practical training in technology, information, and media studies, draws particular interest. This study aims to assess the critical thinking levels of students in Communication Faculties and to identify the factors that influence these levels. To this end, a correlational survey model was employed. The study sample consisted of 391 students from the Communication Faculties of Ankara University, Ankara Hacı Bayram Veli University, and Kastamonu University, selected through a stratified sampling method based on university and department variables. A two-factor, fifty-one-item scale was developed to evaluate critical thinking across cognitive knowledge and affective skill dimensions, and twenty-five hypotheses were tested. The results indicate that the sample exhibited high levels of both cognitive knowledge and affective skill dimensions of critical thinking, with a significant correlation observed between the two dimensions. However, critical thinking was not significantly influenced by gender, socioeconomic status, or media usage duration. A positive correlation was found between cognitive knowledge and variables such as age, academic grade, and parents educational level. Students from Ankara Hacı Bayram Veli University and the Radio, Television, and Cinema department demonstrated the highest levels of cognitive knowledge, while students from Ankara University and the journalism department scored highest in affective skills. These findings are linked to factors such as school culture, academic climate, and educational performance. When examining the relationship between social media platforms and critical thinking, it was found that Twitter X significantly impacted both cognitive and affective dimensions, Instagram affected only the affective dimension, and YouTube influenced only the cognitive dimension. In conclusion, the study suggests that communication faculties positively contribute to the critical thinking abilities of their students.

 Critical thinking is a cognitive process that enables individuals to be conscious of their own thought processes and to interpret events occurring around them. In todays world, characterized by rapid technological transformation and increasing diversity of information, critical thinking is widely regarded as a guiding principle. In this context, the role of communication faculties, which provide both theoretical and practical training in technology, information, and media studies, draws particular interest. This study aims to assess the critical thinking levels of students in Communication Faculties and to identify the factors that influence these levels. To this end, a correlational survey model was employed. The study sample consisted of 391 students from the Communication Faculties of Ankara University, Ankara Hacı Bayram Veli University, and Kastamonu University, selected through a stratified sampling method based on university and department variables. A two-factor, fifty-one-item scale was developed to evaluate critical thinking across cognitive knowledge and affective skill dimensions, and twenty-five hypotheses were tested. The results indicate that the sample exhibited high levels of both cognitive knowledge and affective skill dimensions of critical thinking, with a significant correlation observed between the two dimensions. However, critical thinking was not significantly influenced by gender, socioeconomic status, or media usage duration. A positive correlation was found between cognitive knowledge and variables such as age, academic grade, and parents educational level. Students from Ankara Hacı Bayram Veli University and the Radio, Television, and Cinema department demonstrated the highest levels of cognitive knowledge, while students from Ankara University and the journalism department scored highest in affective skills. These findings are linked to factors such as school culture, academic climate, and educational performance. When examining the relationship between social media platforms and critical thinking, it was found that Twitter X significantly impacted both cognitive and affective dimensions, Instagram affected only the affective dimension, and YouTube influenced only the cognitive dimension. In conclusion, the study suggests that communication faculties positively contribute to the critical thinking abilities of their students.

 Critical thinking is a cognitive process that enables individuals to be conscious of their own thought processes and to interpret events occurring around them. In todays world, characterized by rapid technological transformation and increasing diversity of information, critical thinking is widely regarded as a guiding principle. In this context, the role of communication faculties, which provide both theoretical and practical training in technology, information, and media studies, draws particular interest. This study aims to assess the critical thinking levels of students in Communication Faculties and to identify the factors that influence these levels. To this end, a correlational survey model was employed. The study sample consisted of 391 students from the Communication Faculties of Ankara University, Ankara Hacı Bayram Veli University, and Kastamonu University, selected through a stratified sampling method based on university and department variables. A two-factor, fifty-one-item scale was developed to evaluate critical thinking across cognitive knowledge and affective skill dimensions, and twenty-five hypotheses were tested. The results indicate that the sample exhibited high levels of both cognitive knowledge and affective skill dimensions of critical thinking, with a significant correlation observed between the two dimensions. However, critical thinking was not significantly influenced by gender, socioeconomic status, or media usage duration. A positive correlation was found between cognitive knowledge and variables such as age, academic grade, and parents educational level. Students from Ankara Hacı Bayram Veli University and the Radio, Television, and Cinema department demonstrated the highest levels of cognitive knowledge, while students from Ankara University and the journalism department scored highest in affective skills. These findings are linked to factors such as school culture, academic climate, and educational performance. When examining the relationship between social media platforms and critical thinking, it was found that Twitter X significantly impacted both cognitive and affective dimensions, Instagram affected only the affective dimension, and YouTube influenced only the cognitive dimension. In conclusion, the study suggests that communication faculties positively contribute to the critical thinking abilities of their students.

 Eleştirel düşünme, bireyin kendi düşünce sürecinin bilincinde olması ve çevresinde meydana gelen olayları yorumlayabilmesini sağlayan zihinsel süreçtir. Teknolojik dönüşümler ve bilgi çeşitliliğinin arttığı günümüzde kılavuz olarak benimsenmektedir. Özellikle teknoloji, bilgi ve medya konularında teorik ve pratik eğitim sunan iletişim fakültelerinin bu noktada nasıl bir rol üstlendiği merak uyandırmaktadır. Bu bağlamda, yürütülen araştırma iletişim fakültesi öğrencilerinin eleştirel düşünme düzeylerini ölçmeyi ve bu düzeylerin hangi faktörler tarafından etkilendiğini anlamayı amaçlamaktadır. Bunun için ilişkisel tarama modeli kullanılmıştır. Ankara Hacı Bayram Veli Üniversitesi, Ankara Üniversitesi ve Kastamonu Üniversitesinin İletişim Fakültesi öğrencileri arasından üniversite ve bölüm değişkenine göre tabakalı örnekleme yöntemine göre belirlenen 391 öğrenci araştırmaya dâhil edilmiştir. Eleştirel düşünmenin bilişsel bilgi ve duyuşsal beceri boyutlarına göre iki faktörlü, elli bir maddelik ölçek tasarlanmış ve yirmi beş hipotez test edilmiştir. Buna göre örneklemin eleştirel düşünme bilişsel bilgi ve duyuşsal beceri boyutunun yüksek ve bu boyutlar arasındaki ilişkinin anlamlı olduğu görülmüştür. Ancak eleştirel düşünme cinsiyet, sosyoekonomik düzey ve medya kullanım süresi faktörlerinden etkilememiştir. Yaş, sınıf düzeyi ve ailenin eğitim düzeyinin yükselmesi ile bilişsel bilgi arasında anlamlı bir ilişki görülmüştür. Ankara Hacı Bayram Veli Üniversitesi ve Radyo Televizyon ve Sinema bölümünün bilişsel bilgide, Ankara Üniversitesi ve Gazetecilik bölümünün ise duyuşsal beceride en yüksek düzeye sahip olduğu görülmüştür. Bu sonuç okul kültürü, okul iklimi ve akademik başarı ile ilişkilendirilmiştir. Kullanılan sosyal medya platformları ile eleştirel düşünme ilişkisi incelendiğinde ise Twitterın X hem bilişsel hem de duyuşsal boyutta, Instagramın duyuşsal boyutta ve YouTubeun ise sadece bilişsel boyutta anlamlı bir farklılık yarattığı görülmektedir. Sonuç olarak iletişim fakültelerinin, öğrencilerin eleştirel düşünme düzeylerine olumlu bir katkı sağladığı söylenebilir.

Makale detayları

The Role of Universities in Critical Thinking: Ankara Hacı Bayram Veli University, Ankara University and Kastamonu University

Yazarlar:

Sermin Asıl | Prof. Dr. Muharrem Çetin

Yayıncı:

Ankara Hacı Bayram Veli University

Ana Başlıklar:

İletişim Çalışmaları | İletişim Kuramları | İletişim Teknolojisi ve Dijital Medya Çalışmaları | Sosyal Medya Çalışmaları

Dergi:

İletişim Kuram ve Araştırma Dergisi Issue 68, pp.1-30

Belge Tipi:

Makale

Yayın Tarihi:

11/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001331939

pISSN:

2147-4524

Critical Thinking

Media

New Media

Critical Thinking Scale

university educationEleştirel Düşünme

Medya

Yeni Medya

Eleştirel Düşünme Ölçeği

Üniversite Eğitimi

Sayı

Makale detayları

Yazarlar: Sermin Asıl | Prof. Dr. Muharrem Çetin

Yayıncı: Ankara Hacı Bayram Veli University

Ana Başlıklar: İletişim Çalışmaları | İletişim Kuramları | İletişim Teknolojisi ve Dijital Medya Çalışmaları | Sosyal Medya Çalışmaları

Dergi: İletişim Kuram ve Araştırma Dergisi Issue 68, pp.1-30

Belge Tipi: Makale

Yayın Tarihi: 11/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001331939

pISSN: 2147-4524

Sayı

Yazarlar:

Sermin Asıl | Prof. Dr. Muharrem Çetin

Yayıncı:

Ankara Hacı Bayram Veli University

Ana Başlıklar:

İletişim Çalışmaları | İletişim Kuramları | İletişim Teknolojisi ve Dijital Medya Çalışmaları | Sosyal Medya Çalışmaları

Dergi:

İletişim Kuram ve Araştırma Dergisi Issue 68, pp.1-30

Belge Tipi:

Makale

Yayın Tarihi:

11/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001331939

pISSN:

2147-4524