Examining primary school teachers' views on critical thinking: A case study


Abstract views: 186 / PDF downloads: 113

Authors

DOI:

https://doi.org/10.5281/zenodo.8318200

Keywords:

Critical thinking, teacher, elementary school, program

Abstract

This research, which aimed to examine the views of primary school teachers towards critical thinking, was carried out in an embedded single case pattern of the case study based on qualitative data. In the study, “criterion sampling” technique, one of the purposeful sampling techniques in qualitative research, was used. In the study, fifteen primary school class teachers were included in the research on a voluntary basis. In the study, a semi-structured interview form was used as a data collection tool. In the analysis of the data of the study, theme, descriptive analysis and analytical generalization were used. Across the research, participants defined critical thinking as thinking in multiple directions, reasoning, and mental process. They stated that teaching critical thinking was important in terms of thinking differently, cognitive learning, and practice. They categorized critical thinking individuals as those with cognitive characteristics, mental skills, and those who can practice. Participants often use critical thinking as thinking skills and animation in the classroom. They stated that there were obstructive elements of critical thinking in terms of students, external factors and the program, that critical thinking did not currently exist in the program, and that philosophy and its paradigm should be determined and included in the program as an interdisciplinary course.

References

Aybek, B. (2018). Critical thinking guide. Anı Publishing.

Çalışkan, M. & Sulak, S. A. (2016). Reflections from educational sciences. Comic bookstore.

Çetin, A. (2008). Critical thinking power of classroom teacher candidates. Unpublished Master's Thesis, Uludağ University Institute of Social Sciences.

Given, L. M. (Ed.) (2008). The SAGE Encyclopedia of qualitative research methods. Sage.

Gunbayi, I. & Sorm, S. (2020). Social paradigms in guiding management, social development and social research. Pegem Akademi

Gunbayi, İ. (2019). Data analysis in qualitative research: theme analysis, descriptive analysis, content analysis and analytical generalization. Retrieved from http://www.nirvanasosyal.com/h-392-nitel-arastirmadaveri-analizi-tema-analizi-betimsel-analiz-icerik-analizi-ve-analitik-genelleme.html on 01/01/2023.

Gürsel, M. (2004). Variations on education. Educational Bookstore.

Güzel, İ. (2022). The effect of critical thinking skills teaching on critical thinking skills and attitudes towards Turkish lesson of secondary school students. Unpublished Ph.D. Thesis, İnönü University Institute of Educational Sciences.

İpek, Ö. N. A. L. & Erişen, Y. (2019). The need to acquire critical thinking skills in teacher training programs. Akdeniz University Journal of Faculty of Education, 2(1), 62-78.

Karademir, A. C. (2013). The need to acquire critical thinking skills in teacher training programs. Adnan Menderes University Institute of Social Sciences. Unpublished Ph.D. Thesis, Adnan Menderes University Institute of Social Sciences.

Karasar, N. (2000). Scientific research method. Nobel Publishing Distribution.

Kelle, U. (1995). Computer aided qualitative data analysis. Sage Publications.

Kökdemir, D. (2012). University education and critical thinking. Pivolka, 21(7), 16-19.

Kurtuluş, F. (2021). The effect of critical multicultural education practice on critical thinking skills, tendencies and multicultural competencies of teacher candidates. Unpublished Ph.D. Thesis, Abant İzzet Baysal University Institute of Graduate Education.

Landis, J. R. & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159-174.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.

Merriam, S.B. (2009). Qualitative research a guide to design and implementation. Jossey-Bass.

Oral, B. & Yazar, T. (2017). Curriculum development and evaluation in education. Pegem Academy.

Özdemir, N., Turan, S. & Coban, D. (2020). Rethinking 21st century schools. Pegem Academy.

Özensoy, A. U. (2019). Critical thinking. Retrieved fromhttps://www.researchgate.net/publication/337959358 on 01/01/2023.

Palys, T. (2008). Purposive sampling. In L. M. Given (Ed.) The Sage Encyclopedia of. Qualitative Research Methods. (Vol.2). Los Angeles, pp. 697-8.

Rençber, İ. (2009). Are educators ready for the new elementary program? Mesa Information Services.

Sarpkaya, R. (2019). Classroom management. Anı Publishing.

Varlik, S. (2023). An investigation of uncertainty intolerance and uncertainty management research in educational institutions: meta-analysis study. Kastamonu Education Journal, 31(2), 265-277

Wen, J. (1999). Evolution of eastern Asian and eastern North American disjunct distributions in flowering plants. Annual Review of Ecology and Systematics, 30(1), 421-455.

Yıldırım, Ö. & Kartal, S.K. (2021). Measurement and evaluation in education. Lisans Publishing.

Yin, R. K. (2016). Qualitative research from start to finish. The Guilford Press.

Yuksel, I. (2010). Work to establish program evaluation standards for Turkey. Unpublished Ph.D. Thesis, Eskişehir Anadolu University Institute of Educational Sciences.

Downloads

Published

2023-09-08

How to Cite

Aybek, B., & Varlık, F. (2023). Examining primary school teachers’ views on critical thinking: A case study. Journal of Action Qualitative & Mixed Methods Research, 2(2), 12–22. https://doi.org/10.5281/zenodo.8318200