Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Incorporating critical thinking in the pedagogical content of a teacher education programme: does it make a difference?
Date
2012-01-01
Author
Toy, Banu Yucel
Ok, Ahmet
Metadata
Show full item record
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
.
Item Usage Stats
200
views
0
downloads
Cite This
Recent educational policies, national reports, and voluminous literature stress that critical thinking (CT) is an essential skill in any stage of schooling for producing critical thinkers and ensuring better learning. The importance of teaching CT has been raised in teacher education programmes because students are supposed to teach this skill in schools in the future. This study therefore assesses the effects of a CT-based pedagogical course on student teachers' content knowledge and CT disposition. A pre-test-post-test experimental study was carried out in a vocational pre-service teacher education programme in Turkey. Although the students who were exposed to CT-based instruction showed better progress in both academic achievement and CT disposition than in traditional instruction, this result was not statistically significant according to the Mixed Factorial ANOVA and ANCOVA results.
Subject Keywords
Critical thinking
,
Critical thinking-based instruction
,
Critical thinking disposition
,
Academic achievement
,
Teacher education
URI
https://hdl.handle.net/11511/36020
Journal
EUROPEAN JOURNAL OF TEACHER EDUCATION
DOI
https://doi.org/10.1080/02619768.2011.634902
Collections
Department of Educational Sciences, Article
Suggestions
OpenMETU
Core
Implementation of Education for Sustainability in Turkish Pre-Service Teachers' Practicum
Alici, Sule; Alan, Havva Ayça (2022-01-01)
In this study, we explored early childhood education pre-service teachers' (ECEPTs') understanding and pedagogical application of education for sustainability (EfS) by critically analyzing EfS implementation during ECEPTs' practicum. The study examined the challenges and critical aspects of EfS practices in the practicum, and the relationships among mentor teachers, academic mentors, and ECEPTs. A multiple case study methodology was employed involving two purposefully distinct universities with 14 participa...
Making sense of statistical and probabilistic information in the media texts Pre service teachers critical thinking processes
ÖZEN, MEHTAP; Çakıroğlu, Erdinç (2015-02-08)
This study aimed to investigate the critical thinking processes that pre-service middle school mathematics teachers utilize when they intensely engaged with the media text based on statistical and probabilistic information. Data were collected through in-depth interviews with four pre-service middle school mathematics teachers in a public university. The findings of the study pointed out that pre-service middle school mathematics teachers progressed through different critical thinking processes, including c...
Investigation of pre-service mathematics teachers' critical thinking processes through stattistical and probabilistic knowledge in the context of popular media texts
Özen, Mehtap; Çakıroğlu, Erdinç; Department of Elementary Science and Mathematics Education (2013)
The aim of the study is to investigate pre-service middle school mathematics teachers’ critical thinking processes through statistical and probabilistic knowledge in the context of popular media texts. The study was conducted with a qualitative case study method. Participants of the study consisted of four senior pre-service middle school mathematics teachers enrolled in a public university. Data were collected through in-depth interviews with the participants. Analysis of the data was conducted on the basi...
Quality of preservice teachers argumentation in socioscientific issues context
KARIŞAN KORUCU, DİLEK; Yılmaz Tüzün, Özgül; Zeidler, Dana Lewis (2017-10-01)
This study aimed to explore preservice teachers’ (PTs) argumentation quality during socioscientific issues (SSI) based classroom discussions. The participants of the study were 20 PTs from the Department of Elementary Education at a large, research oriented public university in Turkey. Qualitative case study method was used in this study. The study covered four socioscientific issues (food additives, alternative energy sources, climate change, and the industrial revolution). Each issue was discussed in the ...
Exploration of the relations between the teacher‘s discursive roles and the students‘ cognitive contributions to the classroom discourse /
Soysal, Yılmaz; Yılmaz Tüzün, Özgül; Günel, Murat; Department of Elementary Education (2017)
The current study aimed at exploring the relations between the types of teacher discursive roles and the students‘ cognitive contributions to the classroom discourse. Students‘ cognitive operations were considered as their utterances‘ semantic complexity, cognitive pathways, reasoning quality and argument structure. It was also aimed at investigating some contextual influences of the inquiry classrooms on the students‘ ability to make cognitive contributions to the classroom discourse. The participants were...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
B. Y. Toy and A. Ok, “Incorporating critical thinking in the pedagogical content of a teacher education programme: does it make a difference?,”
EUROPEAN JOURNAL OF TEACHER EDUCATION
, pp. 39–56, 2012, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/36020.