ÖĞRETMEN ADAYLARININ ELEŞTİREL DÜŞÜNCE EĞİLİMLERİ ve YÜRÜTÜCÜ BİLİŞ DÜZEYLERİNİN İNCELENMESİ

Abstract

The main purpose of this study is to examine the relationship between prospective teachers' critical thinking tendencies and metacognitive levels. In addition, it is necessary to determine whether the prospective teachers' critical thinking tendencies and executive cognition levels differ according to different variables. The study group consists of 198 female and 54 male students trained in Kocatepe University and Dumlupınar University classroom teacher and social studies teacher departments. "Critical Thinking Disposition Scale" and “Metacognıtıve Skills Scale" were used in the study. When the data were tested, t test, ANOVA test, Pearson Moment Product Correlation Analysis and simple linear regression analysis were used. When the data obtained from the research were examined, there was a significant difference in the tendencies of critical thinking and metacognitive levels according to gender variable. It has been found that there is no significant difference in critical thinking tendencies and metacognitive levels according to department, class and graduated school type change. As a result of Pearson's correlation analysis, there was a istatistically significant and positive correlation between critical thinking tendencies and metacognitive level. Simple regression analysis has shown that critical thinking tendencies of metacognitive skills are important variables in the procedure.