Abstract
Prediction Level of the Fourth Grade Students’ Scientific Attitudes on Reflective Thinking Skills for Problem Solving
Highlights
Contemporary thoughts about learning have turned learning environments into a structure where the student is at the center and where individual differences about the student are considered
While the model established for the prediction of the reflective thinking of the fourth-grade students by the scientific attitude is significant, reflective thinking for problem solving of the fourth-grade students was strongly explained by scientific attitudes
In the study when the results related to the means were examined, it can be stated that the students had a low level of reflective thinking skills for problem solving and scientific attitudes
Summary
Contemporary thoughts about learning have turned learning environments into a structure where the student is at the center and where individual differences about the student are considered For this reason, the characteristics of students such as interest, need, attitude, expectation, and academic-self have a significant effect on both the theoretical and practical directions of the teaching process. Metacognition is an important phenomenon that supports the purpose of creating independent learners that contemporary education systems care about (Kramarski, 2008; Mevarech & Amrany, 2008) In this context, the individual should determine which way he/she learned best, and what aspects he/she should change or strengthen in the learning process and raise the level of learning through these regulations. Reflective thinking skill, which is frequently emphasized in the current curriculum, appears. Unver (2003) defines reflective thinking as the thinking process to reveal the positive and negative situations related to the teaching or learning
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