Hayat Bilgisi Ders Kitaplarında Yer Alan Soruların Eleştirel Düşünmeye Katkısının Öğretmen Görüşlerine Göre İncelenmesi

Abstract

The aim of this study is to examine the contribution of the questions in the Life Science course books to critical thinking according to the views of teachers. A case study pattern, which is one of the qualitative research methods, was used in the research. The study group consists of 12 Classroom Teachers working in the province of Van in the 2018-2019 academic year. In order to determine the study group, criterion based sampling method was used. Data were collected by semi-structured interview form developed by the researcher. Content analysis method was used for data analysis. The findings obtained at the end of the research are as follows: 1- Classroom teachers see individuals with critical thinking skills as inquiring, having a different perspective, producing solutions to problems, assimilating information, and making analysis and evaluation. 2- While the first grade teachers stated that the questions in the Life Studies textbooks contributed positively to the critical thinking skills of the students, the second and third grade teachers stated that they did not. 3- All of the classroom teachers suggested increasing the number of questions and linking the questions with real life so that the questions in the Life Studies textbooks could contribute more to the critical thinking skills of the students.