Abstract
This study aims to develop logical thinking skills scale for science teacher candidates. The method of the study is the scale development model, which is the sub model of the exploratory pattern in the mixed method. The scale was prepared by referring to Lawson's Classroom Test of Science Reasoning (1978). In the study, the item pool was created first. The questions were prepared from the topics in the General Chemistry Laboratory Applications course from six sub-dimensions. Taking the expert opinion, necessary corrections were made and a trial form with 13 multiple choice and two open-ended questions were prepared. Multiple choice questions consist of two stages. In the first stage, it is requested to find the right option regarding the item (group A questions), and in the other stage, the reason for the answer (group B questions) is requested. The trial form was applied to 142 science teacher candidates. Multiple choice questions were analyzed with the Test Analysis Program (TAP). Open-ended items were rearranged receiving expert opinion in the light of the data obtained by scoring. At the end of the analysis, the 12th item was removed from the scale. As a result of the analysis, it was observed that the average difficulty and discrimination indices of the A and B group items were high. As a result of these findings, it can be said that the logical thinking abilities scale developed for prospective science teachers is appropriate in terms of reliability and validity.
Highlights
Individuals live by interacting with their environments with an instinct of curiosity at every moment of their lives
When we look at the relationship between logical thinking abilities and attitude towards the course, it is seen that there is a low level of positive correlation between prospective teachers' attitudes towards science course and logical thinking abilities [9]
The data set obtained in the test form prepared to measure the logical thinking abilities of the prospective science teachers was analyzed
Summary
Individuals live by interacting with their environments with an instinct of curiosity at every moment of their lives. Individuals who seek solutions to the problems they encounter during an interaction need to define events, obtain necessary information and produce solutions in order to solve these problems [1]. Emotional skills as well as cognitive skills are effective on students' academic achievement. One of the cognitive skills that have an impact on students' academic achievement is logical thinking skill. Individuals with logical thinking abilities can see the relationships between concepts while solving the problems they encounter in daily life. They can evaluate their thoughts, knowledge and experiences by establishing a cause-effect relationship. This will contribute to high-level learning [1,3]
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