Abstract
The aim of this research is to determine the attitudes of mathematics teacher candidates towards scientific research and their thinking style and whether there is a significant relationship between these two. The sample of the research is constituted of 83 second year students studying at the Mathematics Education Department, Ahmet Kelesoglu Education Faculty, Necmettin Erbakan University in the spring semester of 2017-2018 academic years. The relational screening model was used in the analysis of the data. The 'Thinking Styles Scale' developed by Sternberg and Wagner [47] and adapted to Turkish by Bulus [8], and the 'Attitude Scale towards Scientific Research' developed by Korkmaz, Sahin and Yesil [31] were used as data collection tools in the research. Research findings show that there is no significant relationship between the thinking styles of the teacher candidates and their attitudes towards scientific research. It was found that the highest relationship was between positive attitudes toward research and open-minded (liberal) thinking styles.
Highlights
The most obvious ability that distinguishes man from other living things is power of thinking
The general survey model was used in this research which was aimed to determine the descriptive the attitudes of mathematics teacher candidates towards scientific research and their thinking styles
The mean values and standard deviations of the thinking styles are presented by calculating in Table 1 in order to determine the thinking styles of teacher candidates show what kind of distribution
Summary
The most obvious ability that distinguishes man from other living things is power of thinking. We are constantly realizing the thinking action in our daily life. In the most general sense, can be defined as finding of the probabilities, possible actions, beliefs and individual goals, and making selection from among the possibilities [4]. Thinking is defined by Özden [38] as conceptualization, implementation, analysis and arrangement of the information obtained through channels such as observation, experience, intuition and reasoning. This is a process and it is defined as turning objects and events in the outer world into symbols, according Arkonaç [2]. In [21] stated that this process is composed of a number of components, such as problem solving, decision making, critical thinking, logical reasoning, and creative thinking
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