Exploring The Relationships Between Primary School Students' Critical Thinking Habits and Interactions with Their Environment

Ömer Faruk Özbey; Rabia Sarıkaya

Makale detayları

Exploring The Relationships Between Primary School Students' Critical Thinking Habits and Interactions with Their Environment

Yazarlar:

Ömer Faruk Özbey | Rabia Sarıkaya

Yayıncı:

Yildiz Technical University

Ana Başlıklar:

Sınıf Eğitimi | İlköğretim

Dergi:

Temel Eğitim Vol.6 Issue 23, pp.6-21

Belge Tipi:

Makale

Yayın Tarihi:

7/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001301900

pISSN:

2528-892X

Anahtar kelimeler:

Özet:

 The aim of this study is to explore the relationship between primary school students critical thinking habits and their interactions with their environment. Case study, one of the qualitative method designs, was preferred in the research. Interviews were conducted with a sample of 16 students, one male and one female student at each grade level, using the typical case sampling method. The researcher developed a Semi-Structured Critical Thinking Interview Form to collect data during the interviews. Students expressions about real-life situations were analyzed using the content analysis technique within the framework of student, student-friend, student-family, and student-teacher.The study revealed that in real-life situations, first-year students used the code of Relying on experiences 6, second-year students used the code of manipulation 6, third-year students used the code of manipulation 4, and fourth-year students used the code of manipulation 6 more frequently than other codes. Conversely, students friends frequently used the codes of manipulation 15, ignoring the problem 11, being closed to different perspectives 9, and obedience to authority 7. Students families used the codes of manipulation 8, authoritarian behavior 7, ignoring the problem 5, unfair thinking 5, and finding common ground 5, while students teachers used the codes of Relying on experiences 9, acting authoritatively 8, and unfair thinking 4 more often than other codes. The results suggest that students critical thinking behaviors and their relationships with their environment are linked to their critical thinking status. Based on these findings, suggestions for improving primary school students critical thinking abilities were presented.

 The aim of this study is to explore the relationship between primary school students critical thinking habits and their interactions with their environment. Case study, one of the qualitative method designs, was preferred in the research. Interviews were conducted with a sample of 16 students, one male and one female student at each grade level, using the typical case sampling method. The researcher developed a Semi-Structured Critical Thinking Interview Form to collect data during the interviews. Students expressions about real-life situations were analyzed using the content analysis technique within the framework of student, student-friend, student-family, and student-teacher.The study revealed that in real-life situations, first-year students used the code of Relying on experiences 6, second-year students used the code of manipulation 6, third-year students used the code of manipulation 4, and fourth-year students used the code of manipulation 6 more frequently than other codes. Conversely, students friends frequently used the codes of manipulation 15, ignoring the problem 11, being closed to different perspectives 9, and obedience to authority 7. Students families used the codes of manipulation 8, authoritarian behavior 7, ignoring the problem 5, unfair thinking 5, and finding common ground 5, while students teachers used the codes of Relying on experiences 9, acting authoritatively 8, and unfair thinking 4 more often than other codes. The results suggest that students critical thinking behaviors and their relationships with their environment are linked to their critical thinking status. Based on these findings, suggestions for improving primary school students critical thinking abilities were presented.

 The aim of this study is to explore the relationship between primary school students critical thinking habits and their interactions with their environment. Case study, one of the qualitative method designs, was preferred in the research. Interviews were conducted with a sample of 16 students, one male and one female student at each grade level, using the typical case sampling method. The researcher developed a Semi-Structured Critical Thinking Interview Form to collect data during the interviews. Students expressions about real-life situations were analyzed using the content analysis technique within the framework of student, student-friend, student-family, and student-teacher.The study revealed that in real-life situations, first-year students used the code of Relying on experiences 6, second-year students used the code of manipulation 6, third-year students used the code of manipulation 4, and fourth-year students used the code of manipulation 6 more frequently than other codes. Conversely, students friends frequently used the codes of manipulation 15, ignoring the problem 11, being closed to different perspectives 9, and obedience to authority 7. Students families used the codes of manipulation 8, authoritarian behavior 7, ignoring the problem 5, unfair thinking 5, and finding common ground 5, while students teachers used the codes of Relying on experiences 9, acting authoritatively 8, and unfair thinking 4 more often than other codes. The results suggest that students critical thinking behaviors and their relationships with their environment are linked to their critical thinking status. Based on these findings, suggestions for improving primary school students critical thinking abilities were presented.

 Bu çalışmanın amacı ilkokul öğrencilerinin eleştirel düşünme düzeylerinin tespit edilmesi ve mevcut düzeylerinin nedenlerinin keşfedilmesidir. Bu amaç doğrultusunda çalışmada karma yöntem desenlerinden açımlayıcı desen tercih edilmiştir. Araştırmada aykırı amaçlı örnekleme yöntemi kullanılarak en yüksek ve en düşük performans sergileyen ilçeler belirlenmiştir. Daha sonra en yüksek ve en düşük performans sergileyen ilçelerin her sınıf seviyesinde bir erkek ve bir kız öğrenci seçilerek toplamda 16 öğrenciyle görüşmeler yapılmıştır. Bu görüşmelerde veri toplama aracı olarak araştırmacı tarafından geliştirilen Yarı Yapılandırılmış Eleştirel Düşünme Görüşme Formu kullanılmıştır. Öğrencilerin gerçek yaşam durumlarına yönelik ifadeleri öğrenci, öğrenci-arkadaş, öğrenci-aile, öğrenci-öğretmen çerçevesinde içerik analizi tekniğiyle incelenmiştir. Gerçek yaşam durumlarında; birinci sınıf öğrencilerinin deneyimlere güvenme 6 kodunu, ikinci sınıf öğrencilerinin manipülasyon 6 kodunu, üçüncü manipülasyon 4 kodunu ve dördüncü sınıf öğrencilerinin manipülasyon 6 kodunu diğer kodlara göre daha sık kullandıkları görülmüştür. Bununla birlikte gerçek yaşam durumlarında öğrencilerin arkadaşlarının; manipülasyon 15, problemi görmezden gelme 11, farklı bakış açılarına kapalı olma 9, otoriteye itaat 7 kodlarını, öğrencilerin ailelerinin; manipülasyon 8, otoriter davranma 7, problemi görmezden gelme 5, adil olmayan düşünme 5 ve ortak noktada buluşma 5 kodlarını ve öğrencilerin öğretmenlerinin; deneyimlere güvenme 9, otoriter davranma 8, adil olmayan düşünme 4 kodlarını diğer kodlara göre daha sık kullandıkları bulunmuştur. Sonuç olarak öğrencilerin eleştirel düşünme davranışları ve çevreleriyle olan ilişkileri eleştirel düşünme durumlarıyla ilişkili olduğu düşünülmektedir. Bu çalışmanın sonucunda ilkokul öğrencilerinin eleştirel düşünme durumlarına yönelik öneriler sunulmuştur.

Makale detayları

Exploring The Relationships Between Primary School Students' Critical Thinking Habits and Interactions with Their Environment

Yazarlar:

Ömer Faruk Özbey | Rabia Sarıkaya

Yayıncı:

Yildiz Technical University

Ana Başlıklar:

Sınıf Eğitimi | İlköğretim

Dergi:

Temel Eğitim Vol.6 Issue 23, pp.6-21

Belge Tipi:

Makale

Yayın Tarihi:

7/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001301900

pISSN:

2528-892X

Critical thinking

primary school students

habits

environment

microsystemEleştirel düşünme

ilkokul öğrencileri

karma araştırma yöntemi

alışkanlık

çevre

mikrosistem

Sayı

Makale detayları

Yazarlar: Ömer Faruk Özbey | Rabia Sarıkaya

Yayıncı: Yildiz Technical University

Ana Başlıklar: Sınıf Eğitimi | İlköğretim

Dergi: Temel Eğitim Vol.6 Issue 23, pp.6-21

Belge Tipi: Makale

Yayın Tarihi: 7/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001301900

pISSN: 2528-892X

Sayı

Yazarlar:

Ömer Faruk Özbey | Rabia Sarıkaya

Yayıncı:

Yildiz Technical University

Ana Başlıklar:

Sınıf Eğitimi | İlköğretim

Dergi:

Temel Eğitim Vol.6 Issue 23, pp.6-21

Belge Tipi:

Makale

Yayın Tarihi:

7/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001301900

pISSN:

2528-892X