The Relationship Between Teachers Candidates’ Critical Thinking Skills and their Use of Reading Strategies

Download The Relationship Between Teachers Candidates’ Critical Thinking Skills and their Use of Reading Strategies

Post on 28-Oct-2016

212 views

Category:

Documents

0 download

Embed Size (px)

TRANSCRIPT

<ul><li><p> Procedia - Social and Behavioral Sciences 47 ( 2012 ) 797 801 </p><p>1877-0428 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hseyin Uzunboylu doi: 10.1016/j.sbspro.2012.06.737 </p><p>CY-ICER 2012 </p><p>and their use of reading strategies Nevin Akkaya* </p><p>Dokuz Eylul University Buca Faculty of Education Turkish Language Teaching Department - Turkey </p><p>Abstract </p><p>Critical thinking which refers to a higher-order of thinking that questions assumptions is one of the main learning objectives in the new elementary curriculum. The core critical thinking skills include observation, interpretation, analysis, inference, evaluation, explanation, and meta-cognition.</p><p>-dimensional thinking and his higher order thinking skills. Particularly, during the reading activity, readers can use reading strategies that are based on critical thinking principles. Thus, it is important to understand the relationship between reading strategy use and critical thinking.The aim of this study is to understand the relationship between Turkish from Department of Turkish Language Teaching, Buca Faculty of Education, Dokuz Eylul University. A descriptive study method was used in this study. The data gathering tools used in the study were the California Critical Thinking Disposition Inventory (CCTDI) and the Metacognitive Reading Strategies Questionnaire (MRSQ). Data analysis revealed that there is a positive correlation (.B=.their critical thinking disposition </p><p>Keywords: Critical thinking, reading strategies, teacher candidates </p><p>1.Introduction </p><p>Critical thinking is defined in different ways from various points of views. In his definition, Paul (1988) emphasizes that critical thinking is based on observation and information. Beyer (1985) defines the term as </p><p>(1999), critical thinking is basically the ability and tendency of obtaining, evaluating, and utilizing information in an effective way. In these definitions, the common point is that reorganizing, evaluating, and using the already existing knowledge or recently encountered information effectively is important in critical thinking. As can be noticed from the definitions, the concept of critical thinking is tried to be explained upon philosophical and psychological bases. While the philosophical approach focuses on the norms of good thinking, the concept of human cognition, and the cognitive skills required for a realistic world view perceiving events and situations objectively, the psychological approach emphasizes experimental studies on thoughts and thinking, individual differences in comprehending complex ideas, and problem solving which is an aspect of critical thinking (Sahinel, as cited in Karaduz, 2010). </p><p>* Nevin Akkaya. Tel.: +90 (0)5339629111 E-mail address: nevin.akkaya@deu.edu.tr </p><p>Available online at www.sciencedirect.com</p></li><li><p>798 Nevin Akkaya / Procedia - Social and Behavioral Sciences 47 ( 2012 ) 797 801 </p><p>According to Cuceloglu, an intellectual individual is the one who can think critically. He constantly perceives and thinks. Individuals who cannot use critical thinking are not open to new perspectives and cannot look at events, situations, and people from a different angle. Verbalizing different opinions is important not only for democracy, but also for education. The goal of education is to educate individuals who can think, question, take action, improve </p><p>in reaching this aim. In this respect, language is the primary way of thinking, and educating critically thinking individuals is only possible by language education. Achieving desired gains in any of the language skills at a critical thinking level may also affect their development of thinking in a positive way. When gains related to reading skills turn into critical thinking level, they can make deductions and evaluations from their readings. Considering reading and learning, and reading and the ability to comprehend and criticize as synonyms is not a new approach, but has been frequently mentioned. (Ozdemir, 2000:20) </p><p> Ozbay (2009) arg</p><p>thinking skills. Today, it is not enough to teach reading and help students have a reading habit to be involved in the information society. When it is considered that comprehending what you read is important in every part of daily life, the teaching of reading should be done in a more deliberate and strategic way. Recent views on reading processes show that using reading strategies are effective. Strategy is a plan to reach the learning outcomes. Students having metacognitive skills are observed to be aware of their own learning styles, and these students are the ones who can use strategies (Akkaya, 2011). These strategies used during the reading activity foster critical thinking and stimulate metacognitive processes. </p><p> Critical thinking skills can be taught through a suitable curriculum, courses, method and technique. Educating </p><p>individuals who are critical thinkers is possible with teachers having these skills. Therefore, teacher candidates </p><p>ng and the interrelatedness of this skill with other skills has a significant importance. </p><p>2.Method </p><p>strategies and their critical thinking skills. For this purpose, the relational screening model was used in the study (Balci, 2001; Karasar, 2002; Buyukozturk, 2007). The data were gathered by distributing MRSQ and CCTDI inventories to teacher candidates. </p><p> 2.1. Sampling </p><p>The population of this study is the 1080 students at the Turkish Language Teaching Department of Buca Faculty of Education, Dokuz Eylul University. The sample is 420 students, 219 of which are females (52.1%), and 201 are males (47.9%). </p><p> 2.2. Data Collection Instruments </p><p>In this study, Metacognitive Reading Strategies Questionnaire (MRSQ) which was developed by Taraban and his colleagues (2004) and translated into Turkish by Cogmen (2010) was used. The reliability of the questionnaire is 0.84. Additionally, California Critical Thinking Disposition Inventory (CCTDI) which was developed by Facione, Facione and Giancarlo (1998) and translated into Turkish by Kokdemir (2003) was used. The internal consistency coefficient of the inventory (Alpha) was .88. </p></li><li><p>799 Nevin Akkaya / Procedia - Social and Behavioral Sciences 47 ( 2012 ) 797 801 </p><p>2.3. Data Analysis Techniques </p><p>The data collected in the study was analyzed with SPSS version 16.0. For the purpose of the study, in order to </p><p>analysis was used. </p><p>3. Findings </p><p>analysis revealed that there is a lower moderate positive relationship (.B=.40; R2 =,168; F=84.127;p=,000;p</p></li><li><p>800 Nevin Akkaya / Procedia - Social and Behavioral Sciences 47 ( 2012 ) 797 801 </p><p>4. Discussion and Suggestions </p><p>Scientific and technological advances push the countries on the path of being information societies to change and improve their educational understandings. In this respect, educating teachers who are one of the key constituents of the educational system is important. Teacher candidates are expected to have critical thinking skills and know their elements. According to the results of this study, it was found that there is a meaningful relationship between reading strategy use and critical thinking skills. This relationship is at moderate level. Development of critical thinking skills in individuals cannot be adhered to only one factor. The environment where the individual grow up, his upbringing, family and neighborhood, education level, personality, confidence, interpretation ability can all be counted as the factors. However, an important finding of the study is that using metacognitive reading strategies is a good predictor of the use of critical thinking skills. Based on these findings, the following suggestions can be made: </p><p> The comprehension techniques and expression techniques courses in the teacher training programs should be </p><p>covered in a text-based way which may courage the students to use reading strategies. The selected texts for the courses should have the quality to foster critical thinking skills. The importance of reading strategies should be told to teacher candidates. Studies to identify the other factors affecting critical thinking skills should be carried out. Activities to improve reading habits should be done by making teacher candidates realize the relationship </p><p>between reading and critical thinking. </p><p>References </p><p>Akkaya, N. (2011). The Effect of Primary School 8th Milli Egitim, 191. 68-76. </p><p> Akyol, H. (2006). Turkish Teaching Methods. Ankara: Kok Pub. Buyukozturk, S. (2002). Handbook of Data Analysis for Social Studies: Statistics, Research Design, SPSS Procedures, and Interpretation . </p><p>Ankara: </p><p>ial Sciences Ins. Unpublished MA Thesis. </p><p> Demirel, O. (Editor). (2007). New Trends in Education. Ankara: Pegem Pub. Gulv Dokuz Eylul </p><p>University Educational Sciences Ins. Unpublished PhD Dissertation. Guven, M. and Kurum, D. (2006). The Relationship Between Learning Styles and Critical Thinking: A General Review. </p><p>www.anadolu.edu.tr/arastirma/hakemli dergiler/sosyal bilimler/pdf/2006-1/sos bil.4.pdf. 74-89. Karadag, M. (2003). Written and Oral Expression in terms of Theory and Method. Ankara: Urun Bookstore. Karaduz, A. (2010). Language Skills and Critical Thinking. Turkish Studies. Volume 5/3. 1567- 1593. Karasar, N. (2002). ScientificResearch Methods. Ankara: Nobel Publications. </p></li><li><p>801 Nevin Akkaya / Procedia - Social and Behavioral Sciences 47 ( 2012 ) 797 801 </p><p>Kokdemir, D. (2003). Decision Making and Problem Solving in Ambiguous Situations. Ankara University Social Sciences Ins. Unpublished MA Thesis. </p><p> hinking Ability. Eskisehir Anadolu University Educational Sciences Ins. Unpublished MA </p><p>Thesis. Ozbay, M. (2009). Comprehension Techniques 1 Teaching Reading. Ankara: Oncu Kitabevi. Ozdemir, E. (1995). Critical Reading. Ankara: Bilgi Publishing House. Razi, S. (2010). Effects of a Meta Cognitive Reading Program on the Reading Achievement and Meta Cognitive Strategies. Dokuz Eylul </p><p>Universty Educational Sciences Ins. PhD Dissertation. Sever, S. (2002). Child and Literature. Ankara.: Engin Publishing House. Sever, S. and his colleagues (2006). Teaching Turkish with Activities. Istanbul: Morpa Culture Publications. Susar Kirmizi, F. (2006). The Effects of Cooperative Learning Method Based on Multiple Intelligence Theory on Success, Attitudes, Learning </p><p>Strategies and Multiple Intelligence Domains in Teaching Turkish to 4th Grade Primary School Students. Unpublished PhD Dissertation. </p><p>egies. Reading Psychology, 25, 67-81. </p></li></ul>