Abstract
Caring thinking as a higher order thinking type has both cognitive and affective components, as Lipman stated. Attributed as thinking depending on affects, emotion, the heart, beliefs, it is associated with the processes of Krathwohl's affective domain taxonomy. In this study, therefore, it was aimed to develop an inventory of caring thinking skills towards middle school students, which was designed by and grounded on Krathwohl's taxonomy. For the inventory, the processes of sequential exploratory mixed design were employed in this study. The caring thinking skills inventory accounts for 20 problem scenarios, which have 5 options, and 100 items. The lowest point is 20, and the highest point is 100. Giving an answer is quite easy. The degree to what students think caringly can be measured using an answer key which rating of items ranging from 1 to 5 in each scenario. The inventory designed and developed to understand if caring thinking is a measurable and improvable skill and whether it is valid and reliable data collection instrument as a result of respectively, qualitative and quantitative studies performed. It is recommended that the inventory should be used in measuring students' affective behaviors, dispositions, and skills toward real world experiences.
Highlights
All the societies aim to educate individuals who think
Aiming to develop an inventory of caring thinking skills towards middle school students, the processes of sequential exploratory mixed design were employed in this study
We applied the opinions of an expert on test development in order to assess the general structure of the inventory, and an expert on Turkish language to determine the appropriateness of scenarios prepared – developmental stages of middle school students
Summary
All the societies aim to educate individuals who think. They meet societal needs regarding both their own self – control and responsibilities. From the past to present, educators have tried to explain the concept ‘thought’ by means of ‘mind’ and ‘sense’ via informal or formal curricula. Splitter pointed out an assumption that teaching to learn better means thinking better as an ideal [1]. In that case, teaching ‘thought on thinking’ [2] an advanced thinking type is an educational ideal in terms of own learning of the individual and societal necessities. Higher order thinking skills can be seen as an ideal method for what a thinking type is
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