Critical Thinking Disposition Scale Research Articles

Evaluation of cross-cultural adaptation and validation of the Persian version of the critical thinking disposition scale: methodological study

IntroductionAssessing critical thinking disposition is crucial in nursing education to foster analytical skills essential for effective healthcare practice. This study aimed to evaluate the cross-cultural adaptation and validation of the Persian version of the Critical Thinking Disposition Scale among Iranian nursing students.MethodA total of 390 nursing students (mean age = 21.74 (2.1) years; 64% female) participated in the study. Face and content validity were established through feedback from nursing students and expert specialists, respectively. Construct validity was assessed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The EFA was used to explore the number of factors and the items that were loading on them. The CFA was used to confirmed the fidnings of the EFA on the same sample. Convergent and discriminant validity were examined, along with reliability through internal consistency and test-retest reliability.ResultsEFA revealed a two-factor structure, comprising “Critical Openness” and “Reflective Skepticism,” explaining 55% of the total variance. CFA confirmed the model’s fit (χ² = 117.37, df = 43, χ²/df = 2.73, p < 0.001; RMSEA = 0.067; CFI = 0.95; TLI = 0.93, SRMR = 0.041). Convergent and discriminant validity were supported, with significant factor loadings (p < 0.001) ranging from 0.61 to 0.77. The CTDS exhibited strong internal consistency (α = 0.87) and excellent test-retest reliability (ICC = 0.96).ConclusionThe validation of the CTDS in Persian language settings provides a reliable tool for assessing critical thinking disposition among Iranian nursing students. The two-factor structure aligns with previous research, reflecting students’ propensity towards critical openness and reflective skepticism. The study’s findings underscore the importance of nurturing critical thinking skills in nursing education.

Evaluation of cross-cultural adaptation and validation of the Persian version of the critical thinking disposition scale: methodological study.

Assessing critical thinking disposition is crucial in nursing education to foster analytical skills essential for effective healthcare practice. This study aimed to evaluate the cross-cultural adaptation and validation of the Persian version of the Critical Thinking Disposition Scale among Iranian nursing students. A total of 390 nursing students (mean age = 21.74 (2.1) years; 64% female) participated in the study. Face and content validity were established through feedback from nursing students and expert specialists, respectively. Construct validity was assessed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The EFA was used to explore the number of factors and the items that were loading on them. The CFA was used to confirmed the fidnings of the EFA on the same sample. Convergent and discriminant validity were examined, along with reliability through internal consistency and test-retest reliability. EFA revealed a two-factor structure, comprising "Critical Openness" and "Reflective Skepticism," explaining 55% of the total variance. CFA confirmed the model's fit (χ² = 117.37, df = 43, χ²/df = 2.73, p < 0.001; RMSEA = 0.067; CFI = 0.95; TLI = 0.93, SRMR = 0.041). Convergent and discriminant validity were supported, with significant factor loadings (p < 0.001) ranging from 0.61 to 0.77. The CTDS exhibited strong internal consistency (α = 0.87) and excellent test-retest reliability (ICC = 0.96). The validation of the CTDS in Persian language settings provides a reliable tool for assessing critical thinking disposition among Iranian nursing students. The two-factor structure aligns with previous research, reflecting students' propensity towards critical openness and reflective skepticism. The study's findings underscore the importance of nurturing critical thinking skills in nursing education.

The effects of using collaborative digital storytelling on academic achievement and skill development in biology education

AbstractThe purpose of the study is to investigate the effect of the use of digital storytelling on academic achievement, critical thinking dispositions, co-regulation, and narrative skills of 10th grade students. To this end, the study was conducted using a semi-experimental design with a convenience sample. The participants consisted of 64 students (33 in experimental and 31 in control group) who were studying in a high school. After the groups were trained, a two-week pilot study was conducted by forming collaborative groups among the students. This was followed by eight weeks of main implementation, during which students presented their projects to the class every two weeks. Following the digital story presentations in the experimental group, feedback was provided by the course instructor and peers. In addition, rubric scores were generated by the researchers for each digital story. Academic achievement test, critical thinking disposition scale, co-regulatory skills scale, and digital story evaluation rubric were used as data collection tools at the end of the process. Independent samples t-test, repeated ANOVA, and regression analysis were performed on the collected data. According to the results, digital story activities had moderate positive effects on students’ academic achievement and critical thinking, and high positive effects on co-regulation. In addition, the narrative skills of the students in the experimental group increased significantly over the weeks with a difference of 27.44 points. There was also evidence that storytelling ability was a significant predictor of academic achievement and that this ability increased significantly over the weeks. The results showed that the collaborative creation of a digital story by the students had a positive effect on their academic achievement and the development of their skills.

Investigating the relationship between digital instructional material development self-efficacy, digital literacy and critical thinking disposition

The purpose of this study is to examine the relationship between pre-service teachers' digital instructional material development self-efficacy, digital literacy skills and critical thinking dispositions. The data were collected using the Digital Instructional Material Development Self-Efficacy Scale, Digital Literacy Scale and Critical Thinking Disposition Scale. Descriptive statistics, correlation analysis and regression analysis were used to analyze the data obtained from the study. According to the results of the study, digital literacy and critical thinking disposition are significant predictors of pre-service teachers' self-efficacy in developing digital teaching materials. In addition, the technical sub-dimension of digital literacy and the cognitive maturity sub-dimension of critical thinking disposition were found to be significant predictors of pre-service teachers' self-efficacy in developing digital teaching materials.

Nursing students’ critical thinking and associated factors in Vietnam: A multicenter cross-sectional study

AimsThis study aimed to evaluate the critical thinking abilities of senior nursing students in Vietnam and determine factors associated with their critical thinking disposition and skills. BackgroundAssessing critical thinking competence is crucial for determining senior nursing students' preparedness for entering the healthcare workforce and can be used to examine current nursing education's ability to cultivate nursing students’ critical thinking. However, little research was found on critical thinking among Vietnamese nursing students. DesignA multicenter cross-sectional research design. MethodsA convenience sample of 533 senior nursing students from six universities in Vietnam participated in this study. All participants completed the online questionnaires, including basic information, a subscale of the Motivated Strategy for Learning Questionnaire (MSLQ), Critical Thinking Disposition Scale (CTDS), and Critical Thinking Self-Assessment Scale (CTSAS). ResultsThe mean score for the CTDS was 42.81 (standard deviation (SD) = 5.29), while the mean score for the CTSAS was 168.29 (SD = 44.43). Results of the multiple linear-regression analysis showed that an increase in self-study hours per day (B = 0.41, p = 0.007), higher self-efficacy in learning and performance (B = 0.26, p < 0.001), and a more-supportive environment (B = 0.97, p < 0.001) were predictors of critical thinking disposition. Moreover, an increase in self-study hours per day (B = 4.09, p = 0.001), higher self-efficacy in learning and performance (B = 2.65, p < 0.001), a more-supportive environment (B = 7.74, p < 0.001), and more experience with research (B = 7.03, p = 0.03) were predictors of critical thinking skills. ConclusionsThis study revealed that senior nursing students in Vietnam possess a moderate level of critical thinking abilities. Those students who dedicate more hours to self-study, demonstrate higher self-efficacy in learning and performance, experience a supportive environment, and engage in more research activities exhibit better critical thinking disposition and skills. The findings highlight the ongoing need to enhance critical thinking disposition and skills of nursing students in Vietnam. It is suggested that nursing faculty members should develop the appropriate strategies to improve nursing students’ critical thinking disposition and skills.

Rasch Rating Scale Modelling of the Arabic Version of the Critical Thinking Disposition Scale

Abstract: The tendency to think critically is the motivation of an individual for using critical thinking when faced with a problem that requires a solution, making a decision or evaluating an idea. This study used the Rasch Rating Scale Model (RSM) analysis to examine a set of psychometric properties of an Arabic version of the Critical Thinking Disposition Scale (EMI): items fit, unidimensionality, local independence, equal-item-discriminations, gender differential item functioning, reliability and separation indicators and scale calibra-tion. The findings indicated that EMI showed good compatibility with the RSM as all the items matched the model except for item 11. In addition, the assumptions of the Rasch model which were unidimensionality, local independence, and equal-item-discriminations were realized. The scale had excellent reliability for persons and good reliability for items. The scale showed good separation indicators for items, and excellent separation indicators for persons. The items did not show differential gender performance. The distances be-tween the response categories were appropriate, and the category measurements showed a consistent in-crease.

Development and Validation of the Chinese Critical Thinking Disposition Scale among Foreign Language Students

Although much research acknowledges the positive contributions of CT dispositions to learning a foreign language, less scale development work has focused on the dispositions towards critical thinking of foreign language students in the Chinese language, leading to the limited availability of reliable and valid Chinese critical thinking disposition measurements in foreign language education. The current research aims to develop and validate the Chinese Critical Thinking Disposition Scale using Exploratory Factor Analysis and Confirmatory Factor Analysis (CFA) in two foreign language student samples from China. It filled the gap of limited reliable and valid Chinese scales assessing critical thinking disposition. A total of 538 (103 for EFA and 435 for CFA) foreign language students in China from Zaozhuang University and Jiangxi Normal University participated in the study. Results of the CFA confirmed a five-factor CHCTDS with 17 items on a seven-point Likert scale as an acceptable model fit for the data (χ2/df= 3.492, NFI= .911, CFI= .934, TLI= .918, IFI= .935, and RMSEA= .076) with good reliability and convergent as well as discriminant validity. The Cronbach’s α was .934 for the overall scale, and that of the five subscales ranged from .776 to .851. Therefore, the CHCTDS developed in this paper may be recommended as a valid Chinese scale measuring foreign language learners’ critical thinking dispositions. Still, it needs further validation among larger populations and across gender.

Development and Psychometric Evaluation of Bilingual English-Urdu Pakistani Critical Thinking Disposition Scale.

To develop and test the psychometric properties of the Pakistani Critical Thinking Dispositions Scale. In the item generation phase, constructs of the scale were identified through an in-depth literature review and items were written to measure the constructs. Following this, input of the experts was obtained for content validity index. In the item reduction phase, psychometric properties were measured. Initially, the scale was administered to 580 study participants during May 2018-2020 after approval from the institutional review board. Data was analyzed through SPSS v21, AMOS v21 and Omega extension. First phase identified 54-items for seven constructs including contextual perspective, perseverance, reflection, intellectual integrity, creativity, open-mindedness, and inquisitiveness. Second phase determined KMO test value of 0.974 and Bartlett's test (P-Value < 0.001). The second-order confirmatory factor analysis showed a good fit model explaining 73.37% total variance. Parsimony and baseline comparison indices were favorable. Alpha and Omega value of 42-items was 0.869. Pakistani Critical Thinking Dispositions scale owning seven constructs and 42-items is valid, reliable, and feasible to use in undergraduate nursing education. However, its utilization in other healthcare disciplines can be tested.

Crea reflexión: experiencias de aprendizaje en prácticas clínicas

Objective: to design and incorporate a structured instrument for reflective record of clinical practices in e-portfolio format for Nursing Degree students in paediatric clinical practices. Method: a quanti-qualitative prospective longitudinal study; subjects: fourth year Nursing Degree students. Instrumentalization: reflective diaries, rubrics, California Critical Thinking Disposition Scale, Emotional Intelligence Assessment Scale, Wong Law Emotional Intelligence Scale, Bem Sex-Role Inventory, academic-formative tutoring. Sample characteristics will be described with central tendency and dispersion, according to their type and distribution. The assessment of effectiveness will be estimated through the change in scores compared with the patterns of reference of the status previous to training in reflective practice, and the status with training and experience on reflective practice. The tests used for hypothesis testing in these analysis will be bilateral, with a p< 0,05 significance level. Data processing will be conducted with SPSS 25.0. Codes, emerging categories and categorization rules will be identified for the content analysis of records, in order to generate creation of concepts. The AtlasTi-8 program will be used.Expected results: methodological guidelines for reflective practice, evaluation rubrics, digital portfolio. Development in skills on office tools for friendly records and deepening into the knowledge of reflective practice and critical judgment in Nursing Degree students within the setting of paediatric clinical practices

Hemşirelik Öğrencilerinin Eleştirel Düşünme Eğilimlerinin ve Algılarının Belirli Faktörlere Göre Analizi: Kesitsel Bir Karma Yöntem Çalışması

Objective: This cross-sectional mixed-methods study aims to analyze the nursing students' CT dispositions and perceptions considering certain factors. Method: 358 nursing students participated. The quantitative data were collected using a "Personal Information Form" and the "Critical Thinking Disposition Scale (CDTS)". The qualitative data were collected through a 4-question open-ended questionnaire. Results: The mean scores of the sub-dimensions of CDTS were found to be 37.95±7.02, 42.44±7.53, 54.15±8.76, 22.72±4.17, 12.12±2.23. There was statistically significant differences between income level, choosing department willingly, liking the department and the sub-dimensions of CDTS. Nursing students stated that they usually gained CT skills in their family/during their education, they thought that CT was a significant skill in diagnosing patients, and nursing should be professionalized to improve CT skills. In the study, the nursing students' mean scores of CDTS sub-dimensions were found to be at medium and high levels. Conclusion: Qualitative data were found to be compatible with quantitative data. Critical thinking should be enhanced in nursing students.

Assessment of the psychometric properties of the Vietnamese version of the Critical Thinking Disposition Scale

BackgroundThe Critical Thinking Disposition Scale is a valid and reliable tool for assessing an individual's attitudes towards critical thinking. However, it is unclear if the scale can be used with Vietnamese nursing students. ObjectivesThis study aimed to translate the scale into Vietnamese and examine the psychometric properties of the Vietnamese version of the Critical Thinking Disposition Scale (CTDS-V). SettingsData were collected from senior nursing students at four universities in southern Vietnam in October and December 2022. ParticipantsIn total, 398 senior nursing students participated in this study. MethodsA cross-cultural adaptation of the CTDS-V was carried out with participants obtained through convenience sampling. Data were collected through an online survey. The study evaluated the validity of the CTDS-V by examining the content validity, concurrent validity, and construct validity, employing both Exploratory and Confirmatory Factor Analyses. The study also reported the internal consistency reliability using Cronbach's alpha and test-retest stability of the CTDS-V. ResultsThe CTDS-V had a good content validity index with a score of at least 0.85 for each item and an excellent overall content validity index of 0.96. Exploratory Factor Analysis identified two factors, critical openness, and reflective scepticism, with 11 items. Confirmatory Factor Analysis provided an acceptable fit model and supported the factor structure of the original scale. Cronbach's alpha coefficient of the scale was 0.88, and those of the two subscales were each 0.84. The test-retest stability of the CTDS-V was good with an intraclass correlation coefficient of 0.98 (95 % confidence interval = 0.96, 0.99). ConclusionsThis study indicated that the CTDS-V is a valid and reliable tool for assessing the critical thinking disposition of nursing students. The scale is short, rendering it feasible for regular use in education and research.

The Effect of Critical Thinking on Translation Technology Competence Among College Students: The Chain Mediating Role of Academic Self-Efficacy and Cultural Intelligence

It is increasingly essential for translators to possess a high level of technological proficiency to succeed in their work, as technology is becoming an integral part and common practice of the translation industry. Several previous studies found that critical thinking, academic self-efficacy, and cultural intelligence independently influenced the translation competence of college students. However, the underlying psychological mechanism through which these salient factors affect student translators' technology competence has not been fully explored. Therefore, this research sought to examine the systematic interactions between critical thinking, academic self-efficacy, cultural intelligence, and translation technology competence among college students. This study adopted an empirical approach to collect data from 663 seniors from 7 colleges in China. The questionnaires of the Critical Thinking Disposition Scale (CTDS), General Academic Self-Efficacy Scale (GASE), Short Form measure of Cultural Intelligence (SFCQ), and Translation Technology Competence Scale (TTCS) were used for the online survey. The quantitative data were investigated by employing descriptive statistics with SPSS 27, covariance-based structural equation modelling with AMOS 24 to test the proposed hypotheses by assessing relationships between observed and latent variables, and bootstrap method with PROCESS 3.5 to examine the mediating effects. Critical thinking, academic self-efficacy, and cultural intelligence were significant predictors of students' translation technology competence. Additionally, academic self-efficacy and cultural intelligence acted as independent and chain mediators in the relationship between critical thinking and student translators' technology competence. The findings provide valuable insight into how psychological factors, including critical thinking, academic self-efficacy, and cultural intelligence, can impact students' competence in translation technology. This study contributes to future research and practices that seek to understand how these psychological factors can be leveraged to promote students' success in translation technologies.

Effect of Online Case-Based Teaching Method on Professional Development of Nursing Students

Objective: This study was conducted to determine the effect of online case-based education, as part of distance education, on nursing students’ professional values, professional behavior, problem-solving, critical-thinking skills, and self-directed learning skills.&#x0D; Methods: The study was conducted using a single-group pretest-posttest quasi-experimental design. A total of 58 3rd grade nursing students participated in this study The data before the study were collected electronically with the Google forms application using the personal information forms and scales (Self-Directed Learning Skills Scale, Problem Solving Inventory, California Critical Thinking Disposition Scale, Nurses Professional Values Scale, Nursing Students Professional Behaviors Scale).&#x0D; Results: After online case-based nursing process teaching, the difference in the total mean score of the students in all scales was found to be statistically significant (p&lt; 0.01). It was found that, after the training had been provided through case-based education, the score average of students’ professional values, professional behaviors, problem-solving, critical thinking skills and self-directed learning increased.&#x0D; Conclusion: Use of online case-based teaching is useful for increasing nursing students’ nursing skills in distance education.

Investigating Psychometric Properties of the Turkish Version of Sosu Critical Thinking Disposition Scale: Evidence from Two Independent Samples

This study aimed to examine the psychometric properties of the Turkish version of Sosu Critical Thinking Disposition Scale (TV-CTDS). The data were gathered from two independent samples consisting of undergraduate and graduate students from four different universities in the Black Sea region of Turkey. After the translation procedure, the psychometric properties of the TV-CTDS, including factor structure, measurement invariance, convergent validity, discriminant validity, and reliability, were investigated. The results of the study revealed that the two-factor model (critical openness and reflective skepticism) of the TV-CTDS presented a better fit to the data than the one-factor model, and two-factor model is invariant across different samples (undergraduate and graduate students) and genders. Also, the TV-CTDS showed convergent validity and discriminant validity across two different samples, and its internal consistency was adequate. Therefore, it can be said that the TV-CTDS can be used by educators, researchers, and professionals to assess undergraduate and graduate students’ critical thinking dispositions in Turkey.

AN INVESTIGATION OF PRIMARY SCHOOL STUDENTS’ CRITICAL THINKING DISPOSITIONS AND DECISION-MAKING SKILLS

The aim of this study is to determine the relationship between 3rd and 4th-grade primary school students’ critical thinking dispositions and decision-making skills. The participants in this study consist of 3rd and 4th grade students studying in a primary school in Istanbul, Turkey, and a total of 749 students participated. The correlational design, one of the quantitative research designs, was used in the study. The Critical Thinking Disposition Scale for Primary School Students and the Decision-Making Skills Scale for Primary School Students were used as data collection tools. An independent sample t-test was conducted to examine the scales according to variables such as gender and grade level. One-Way Analysis of Variance (ANOVA) was applied to examine the scale scores according to the educational status of the parents. Finally, Simple Linear Regression Analysis was performed to examine the relationship between the scales. The results showed that the critical thinking disposition level of primary school students was higher than the mean score, and their decision-making skills were average. Also, it was found that primary school students’ critical thinking dispositions predicted their decision-making skills.

Emotional intelligence is more important than the learning environment in improving critical thinking

Purpose To examine the association of critical thinking (CT) and emotional intelligence (EI) versus CT and learning environment (LE) in order to investigate which has the greatest influence EI or LE. Materials and methods A cross-sectional study was conducted with 340 s-year healthcare university students in two nursing and one medical schools from three universities in Greece, between October and December 2020. Critical Thinking Disposition Scale, Dundee Ready Education Environment Measure, and Trait Emotional Intelligence Questionnaire-Short Form were administered. Hierarchical multiple linear regression analysis, with five steps, was used to compare the associations of CT and EI to CT and LE. Results Participants’ mean age (years) was 20.9 (6.6 SD); 82.6% female; 86.8% studying nursing. Students mean scores were moderate to high for CT disposition (44.7 ± 4.68). The general characteristics (age, gender, and school) were not significantly associated with CT (p > 0.05). However, CT was positively associated with LE (UCB = 0.064 & p < 0.001) and EI (UCB = 1.522 & p < 0.001). Moreover, CT seems to be associated in a higher degree (R2 change adj = 0.036 & p < 0.001) with emotional intelligence (UCB = 1.522) than with learning environment (UCB = 0.064). Conclusions Our findings suggest a different more optimal pathway for educators to improve the CT of their students through EI and not with LE as believed till now. By focusing on improving EI, educators may help their students become critical thinkers, who will provide better quality of care.

Linking Learning Environment and Critical Thinking through Emotional Intelligence: A Cross-Sectional Study of Health Sciences Students.

Health sciences educators should increase the critical thinking of their students as this may improve the quality of care. However, this is rarely considered as a critical point in teaching, despite studies identifying factors such as the learning environment and emotional intelligence as increasing critical thinking at an undergraduate level. Thus, there is a need to better explore these factors and investigate interrelations and ways of improving critical thinking, especially in the critical field of healthcare students (nursing and medicine). The present study aimed to examine the potential relationships between critical thinking with emotional intelligence and the learning environment. This was a descriptive cross-sectional study with 208 first year health sciences university students of two nursing departments and one medicine department from three universities in Greece. The Critical Thinking Disposition Scale, Dundee Ready Education Environment Measure, and Trait Emotional Intelligence-Short Form questionnaires were used to assess critical thinking, the education environment, and emotional intelligence, respectively. The results demonstrate that critical thinking was positively related to emotional intelligence (β = 0.82, p < 0.001), but not to the learning environment (β = 1.06, p = 0.30). However, a structural equation modeling analysis supported the indirect relationship between the learning environment and critical thinking through emotional intelligence (M = 1.10, CI = 0.13-2.17, p < 0.05). Emotional intelligence may be the underlying mechanism for achieving critical thinking if it is well applied and cultivated in a learning environment. Therefore, universities could modify their curricula and place emotional intelligence at the epicenter of teaching.

The Outcome-Present State Test Model of Clinical Reasoning to Promote Critical Thinking in Psychiatric Nursing Practice among Nursing Students: A Mixed Research Study

In this interventional study, 19 students were taught critical thinking skills using the OPT clinical reasoning model during a psychiatry clinical practice. Work-learning forms were used in daily 1 h individual and group discussions with students. The critical thinking disposition scale was completed by every student before and after the intervention. Moreover, the students were asked to the complete reflection experience forms. The average critical thinking disposition pre-intervention score was 95.21, whereas the average post-intervention score was 97.05, indicating an increase of 1.84. There was a significant increase in the fourth dimension of open-mindedness (z = -2.80, p < 0.01). The learning experience has been likened to a process of clearing the fog, and it involves the use of limited known conditions, thinking outside the box, and adaptation to complex care issues. Using the OPT clinical reasoning model as a teaching strategy during a psychiatric nursing internship significantly improved the open-mindedness dimension among the students. The student reflective experience of talking to teachers as peers helped students identify clues and reframe problems related to clinical care. Additionally, the students reported that this led to more harmonious interactions with their teachers.

Development and Validation of the Chinese Critical Thinking Disposition Scale among Foreign Language Students

Development and Validation of the Chinese Critical Thinking Disposition Scale among Foreign Language Students

The Relationship Between Preschool Teachers' Educational Philosophy Tendencies and Higher-Order Thinking Skills

BBu araştırmada okul öncesi öğretmenlerinin sahip oldukları eğitim felsefesi eğilimleri ile üst düzey düşünme becerileri arasındaki ilişkinin incelenmesi amaçlanmaktadır. Araştırma ilişkisel tarama modelinde tasarlanmıştır. Araştırmada veri toplama aracı olarak Eğitim Felsefesi Eğilimleri Ölçeği, Marmara Eleştirel Düşünme ve Yaratıcı Düşünme Eğilimleri Ölçeği kullanılmıştır. Çalışmada veriler Mersin ilinde okul öncesi öğretmeni olarak çalışan 213 öğretmenden toplanmıştır. Toplanan veriler SPSS programının 22.0 yazılım paketi ile analiz edilmiştir. Araştırmada güvenirlik, doğrusallık ve normallik analizi dışında çalışmanın amacı doğrultusunda Pearson korelasyon analizi ve regresyon analizi yapılmıştır. Çalışmanın sonucunda yapılan korelasyon analizi ile okul öncesi öğretmenlerinin eğitim felsefesi eğilimleri ile üst düzey düşünme becerileri arasında anlamlı bir ilişki olduğu tespit edilmiştir. Araştırmada ilerlemeci ve yeniden kurmacı eğitim felsefesi eğilimlerinin üst düzey düşünme becerileri ile ilişkili olduğu sonucuna ulaşılmıştır. Okul öncesi öğretmenlerinin eğitim felsefesi eğilimlerinden ilerlemeci ve yeniden kurmacı anlayışın üst düzey düşünme becerilerinin anlamlı birer yordayıcısı olduğu yapılan regresyon analizi ile tespit edilmiştir. Çalışmanın sonuçları ilgili alanyazın kapsamında tartışılmıştır.