Abstract
The aim of this study is to examine the extent to which fourth-grade students transfer and use the critical thinking skills provided by curricula to daily life. The method of the research is an instrumental case study, which is one of the qualitative approaches. Typical case sampling was used in the study and 30 fourth grade students from 11 different schools in Ankara were included in the study. Fake news and semi-structured interview form prepared by the researcher were used as data collection tools. During the implementation phase, the students were shown fake news and asked whether this was true or not. Afterward, interviews were made using the Socratic inquiry method over the comments created by the researcher. The data were independently analyzed by two researchers and the themes were reached. In this study, the consistency between researchers was found to be %87,5. As a result of this study, it was determined that 92% of the expressions of primary school fourth-grade students were in the weak critical thinker category.
Highlights
IntroductionAs the line between "what is real" and "what is not" has started to disappear, the phenomenon of lie, the concept of post-truth (trivializing the truth) has started to enter our lives more and more
As the line between "what is real" and "what is not" has started to disappear, the phenomenon of lie, the concept of post-truth has started to enter our lives more and more
This study aims to examine to what extent 4th-grade students transfer and use the critical thinking skills to real life
Summary
As the line between "what is real" and "what is not" has started to disappear, the phenomenon of lie, the concept of post-truth (trivializing the truth) has started to enter our lives more and more. In the face of such a threat, raising individuals who can approach events critically instead of individuals who accept everything as they are and obey without question, has become the primary educational goal of countries (Alpay, 2017; Ten Dam & Volman, 2004). In addition to all these, strong critical thinkers prefer to be impartial and view events from different perspectives. They are not self-centered because they seek what is good for humanity (Noddings, 2017). In order to achieve this, it is necessary to define well what critical thinking means
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