The Effect of Pedagogical Art Criticism on Students' Critical Thinking Skills

Mehmet Burhan Çağış; Şeyda Eraslan Taşpınar

Makale detayları

The Effect of Pedagogical Art Criticism on Students' Critical Thinking Skills

Yazarlar:

Mehmet Burhan Çağış | Şeyda Eraslan Taşpınar

Yayıncı:

Pamukkale University

Ana Başlıklar:

Sanat Eğitimi (Diğer)

Dergi:

Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 59, pp.103-119

Belge Tipi:

Makale

Yayın Tarihi:

5/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001297005

pISSN:

1301-0085

Anahtar kelimeler:

Özet:

 The purpose of the study is to identify the effect of pedagogical art criticism method on students critical thinking skills. The study was conducted in a secondary state school. The participants were 45 8th grade students 18 girls and 27 boys. Of the quantitative research methods, quasi-experimental design was used, and the data were collected through critical thinking scale as pre-test and post-test. In the experimental group, the course was taught with the pedagogical art criticism method while it was taught with the visual arts syllabus in the control group. Our results revealed that there was no significant difference in the analysis, inferencing and explanation tests; however, there was a significant difference in evaluation, interpretation and self-regulation tests. As a result, it was observed that the students who were taught through the pedagogical art criticism method increased their critical thinking skills more than those who were taught through the visual arts syllabus.

 The purpose of the study is to identify the effect of pedagogical art criticism method on students critical thinking skills. The study was conducted in a secondary state school. The participants were 45 8th grade students 18 girls and 27 boys. Of the quantitative research methods, quasi-experimental design was used, and the data were collected through critical thinking scale as pre-test and post-test. In the experimental group, the course was taught with the pedagogical art criticism method while it was taught with the visual arts syllabus in the control group. Our results revealed that there was no significant difference in the analysis, inferencing and explanation tests; however, there was a significant difference in evaluation, interpretation and self-regulation tests. As a result, it was observed that the students who were taught through the pedagogical art criticism method increased their critical thinking skills more than those who were taught through the visual arts syllabus.

 The purpose of the study is to identify the effect of pedagogical art criticism method on students critical thinking skills. The study was conducted in a secondary state school. The participants were 45 8th grade students 18 girls and 27 boys. Of the quantitative research methods, quasi-experimental design was used, and the data were collected through critical thinking scale as pre-test and post-test. In the experimental group, the course was taught with the pedagogical art criticism method while it was taught with the visual arts syllabus in the control group. Our results revealed that there was no significant difference in the analysis, inferencing and explanation tests; however, there was a significant difference in evaluation, interpretation and self-regulation tests. As a result, it was observed that the students who were taught through the pedagogical art criticism method increased their critical thinking skills more than those who were taught through the visual arts syllabus.

 Bu araştırmada pedagojik sanat eleştirisi yönteminin öğrencilerin eleştirel düşünme becerilerine olan etkisinin belirlenmesi amaçlanmıştır. Araştırma ortaokul 8. sınıfta öğrenim gören 45 öğrenci 18 kız ve 27 erkek üzerinde yapılmış ve deney grubu 23, kontrol grubu ise 22 öğrenciden oluşmuştur. Nicel araştırma yöntemlerinden uygulama öncesinde ve sonrasında deney ile kontrol gruplarında uygulanan ön test ve son test odaklı yarı deneysel model kullanılmıştır. Ön test ve son test olarak Eleştirel Düşünme Ölçeği uygulanmıştır. Deney grubunda pedagojik sanat eleştirisi yöntemi ile dersler işlenirken, kontrol grubunda ise görsel sanatlar dersi öğretim programı eşliğinde dersler işlenmiştir. Elde edilen veriler doğrultusunda deney ve kontrol gruplarındaki öğrencilerin eleştirel düşünme ölçeği son test puanları arasında; analiz, çıkarım ve açıklama testlerinde anlamlı bir fark olmadığı; değerlendirme, yorumlama ve öz düzenleme testlerinde ise anlamlı bir fark olduğu görülmüştür. Sonuç olarak görsel sanatlar dersinde pedagojik sanat eleştirisi yöntemi ile ders işleyen öğrencilerin, bu derste Görsel Sanatlar öğretim programına göre ders işleyen öğrencilere oranla eleştirel düşünme becerilerinin daha fazla yükseldiği görülmüştür.

Makale detayları

The Effect of Pedagogical Art Criticism on Students' Critical Thinking Skills

Yazarlar:

Mehmet Burhan Çağış | Şeyda Eraslan Taşpınar

Yayıncı:

Pamukkale University

Ana Başlıklar:

Sanat Eğitimi (Diğer)

Dergi:

Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 59, pp.103-119

Belge Tipi:

Makale

Yayın Tarihi:

5/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001297005

pISSN:

1301-0085

criticism

critical thinking

pedagogical art criticism

art educationeleştiri

eleştirel düşünme

pedagojik sanat eleştirisi

sanat eğitimi

Sayı

Makale detayları

Yazarlar: Mehmet Burhan Çağış | Şeyda Eraslan Taşpınar

Yayıncı: Pamukkale University

Ana Başlıklar: Sanat Eğitimi (Diğer)

Dergi: Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 59, pp.103-119

Belge Tipi: Makale

Yayın Tarihi: 5/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001297005

pISSN: 1301-0085

Sayı

Yazarlar:

Mehmet Burhan Çağış | Şeyda Eraslan Taşpınar

Yayıncı:

Pamukkale University

Ana Başlıklar:

Sanat Eğitimi (Diğer)

Dergi:

Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 59, pp.103-119

Belge Tipi:

Makale

Yayın Tarihi:

5/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001297005

pISSN:

1301-0085