Fen bilimleri dersi eleştirel düşünme beceri testinin geliştirilmesi ve ortaokul öğrencilerinin eleştirel düşünme becerilerinin incelenmesi
Küçük Resim Yok
Tarih
2025
Yazarlar
Dergi Başlığı
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Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışma ile fen bilimleri öğretmenlerinin eleştirel düşünmenin doğasına yönelik görüşlerini tespit etmek, ortaokul öğrencilerine yönelik Fen Bilimleri Eleştirel Düşünme Beceri Testini (FEDB-Testi) geliştirmek ve öğrencilerin fen bilimleri eleştirel düşünme becerilerinin demografik özelliklerine (cinsiyet, sınıf seviyesi, karne notu, kardeş sayısı, anne eğitim seviyesi, baba eğitim seviyesi) göre nasıl değiştiğini incelemek amaçlanmıştır. Bu çalışmada, yöntem olarak karma desenler arasında yer alan keşfedici sıralı desen kullanılmıştır. Araştırmanın nitel kısmı, 10 fen bilimleri öğretmeni ile yarı yapılandırılmış görüşmeler yapılarak gerçekleştirilmiştir. Öğretmenlerin görüşleri; "Eleştirel Düşünme Becerisinin Tanımı", "Eleştirel Düşünme Becerisine Sahip Öğrenci Özellikleri", "Eleştirel Düşünme Becerisinin Ölçülmesi", "Fen Bilimleri Dersi ile Eleştirel Düşünme Becerisi İlişkisi" ve "Fen Bilimleri Dersinde Eleştirel Düşünme Becerisinin Ölçülmesi" temaları altında içerik ve betimsel analiz ile incelenmiştir. Çalışmanın nicel kısmı FEDB-Testinin geliştirilmesi ve tarama çalışması olarak gerçekleştirilmiştir. FEDB-Testinin geliştirilmesinde pilot uygulamada 96 ortaokul öğrencisinden, tarama çalışması uygulamasında ise 300 ortaokul öğrencisinden veri toplanmıştır. FEDB-Testinin geliştirilmesi ve tarama çalışması için veriler Malatya ilinde rastgele belirlenen okullarda elde edilmiştir. FEDB-Testi geliştirilmesinde madde analizleri, faktör analizi ve güvenirlik analizleri yapıldıktan sonra, test 17 maddeden oluşturulmuş olup, çoktan seçmeli ve açık uçlu sorular içermektedir. FEDB-Testi için güvenirlik katsayısı 0.893 olarak hesaplanmıştır. FEDB-Testi eleştirel düşünme boyutları, PISA fen okuryazarlığı genel içerik alanı ve fen bilimleri dersi öğretim programına göre hazırlanmıştır. Ortaokul öğrencileri için FEDB-Testi kullanılarak yapılan tarama çalışması sonucunda, 7. sınıf öğrencilerinin 8. sınıf öğrencilerinden FEDB-Testi ortalamalarının anlamlı olarak daha yüksek olduğu ortaya çıkmıştır. Diğer taraftan öğrencilerin FEDB-Testi sonuçları cinsiyet, anne eğitim seviyesi ve baba eğitim seviyesi açısından anlamlı olarak farklılaşmadığı sonucu ortaya çıkmıştır. Çalışmada elde edilen diğer bir bulgu ise, karne dönem notu ile öğrencilerin FEDB puanları arasında düşük düzeyde ve pozitif yönde anlamlı ilişkinin olduğudur. Diğer taraftan, kardeş sayısı ile FEDB puanları arasında çok düşük düzeyde ve negatif yönde anlamlı ilişki ortaya çıkmıştır.
The aim of this study is to determine the views of science teachers on the nature of critical thinking, to develop the Science Critical Thinking Skill Test (SCTS-Test) for secondary school students, and to examine how students' science critical thinking skills vary according to demographic characteristics (gender, grade level, report card grade, number of siblings, mother's education level, father's education level). In this study, exploratory sequential design, which is among the mixed designs, was used as a method. The qualitative part of the research was carried out by conducting semi-structured interviews with 10 science teachers. Teachers' opinions were examined with content and descriptive analysis under the themes of "Definition of Critical Thinking Skills", "Characteristics of Students with Critical Thinking Skills", "Measurement of Critical Thinking Skills", "The Relationship between Science Course and Critical Thinking Skills" and "Measurement of Critical Thinking Skills in Science Lessons". In the quantitative part of the study, the development of the SCTS-Test was carried out as a survey study. In the development of the SCTS-Test, data were collected from 96 secondary school students in the pilot application and from 300 secondary school students in the survey study. The data for the development and survey of the SCTS-Test were obtained in randomly selected schools in Malatya. In the development of the SCTS-Test, after item analysis, option analysis, factor and reliability analysis, the test was composed of 17 items, and the test included multiple-choice and open-ended questions. The reliability coefficient for the SCTS-Test was calculated as 0.893. The dimensions and questions of the SCTS-Test were prepared according to the critical thinking, the PISA science literacy general content area and the Science course curriculum. As a result of the survey study conducted using the SCTS-Test for middle school students, it was revealed that the SCTS averages of the 7th grade students were significantly higher than the 8th grade students. On the other hand, it was concluded that the SCTS of the students did not differ significantly in terms of gender, mother's education level, and father's education level. Another finding obtained in the study is that there is a low, positive significant relationship between the report card semester grade and the SCTS. On the other hand, a very low, negative significant relationship between the number of siblings and SCTS is another result of the study.
The aim of this study is to determine the views of science teachers on the nature of critical thinking, to develop the Science Critical Thinking Skill Test (SCTS-Test) for secondary school students, and to examine how students' science critical thinking skills vary according to demographic characteristics (gender, grade level, report card grade, number of siblings, mother's education level, father's education level). In this study, exploratory sequential design, which is among the mixed designs, was used as a method. The qualitative part of the research was carried out by conducting semi-structured interviews with 10 science teachers. Teachers' opinions were examined with content and descriptive analysis under the themes of "Definition of Critical Thinking Skills", "Characteristics of Students with Critical Thinking Skills", "Measurement of Critical Thinking Skills", "The Relationship between Science Course and Critical Thinking Skills" and "Measurement of Critical Thinking Skills in Science Lessons". In the quantitative part of the study, the development of the SCTS-Test was carried out as a survey study. In the development of the SCTS-Test, data were collected from 96 secondary school students in the pilot application and from 300 secondary school students in the survey study. The data for the development and survey of the SCTS-Test were obtained in randomly selected schools in Malatya. In the development of the SCTS-Test, after item analysis, option analysis, factor and reliability analysis, the test was composed of 17 items, and the test included multiple-choice and open-ended questions. The reliability coefficient for the SCTS-Test was calculated as 0.893. The dimensions and questions of the SCTS-Test were prepared according to the critical thinking, the PISA science literacy general content area and the Science course curriculum. As a result of the survey study conducted using the SCTS-Test for middle school students, it was revealed that the SCTS averages of the 7th grade students were significantly higher than the 8th grade students. On the other hand, it was concluded that the SCTS of the students did not differ significantly in terms of gender, mother's education level, and father's education level. Another finding obtained in the study is that there is a low, positive significant relationship between the report card semester grade and the SCTS. On the other hand, a very low, negative significant relationship between the number of siblings and SCTS is another result of the study.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
