Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2021, Cilt: 11 Sayı: 2, 396 - 411, 30.08.2021
https://doi.org/10.19126/suje.743683

Öz

Kaynakça

  • Akinoğlu, O. (2001). Eleştirel Düşünme becerilerini temel alan fen bilgisi öğretiminin öğrenme ürünlerine etkisi [The Impact of critical thinking skills based science education on learning outcomes]. Hacettepe University, Ankara (Unpublished PhD Dissertation).
  • Alagöz, B. (2011). Probleme dayalı öğrenme yönteminin sosyal bilgiler öğretmen adayları üzerindeki etkisi [The impact of problem-based learning method on social studies teacher candidates]. Millî Eğitim Dergisi, 41(190), 167-187.
  • Alshurman, W. M. (2017). The effects of the first part of the CoRT program for teaching thinking (BREADTH) on the development of communication skills among a sample of students from Al al-Bayt University in Jordan. Educational Research and Reviews, 12(2), 73-82.
  • Aybek, A. (2007). Konu ve beceri temelli eleştirel düşünme öğretiminin öğretmen adaylarının eleştirel düşünme eğilimi ve düzeyine etkisi [The impact of topic and skill -based teaching of critical thinking on the tendency and level of critical thinking among teacher candidates]. Journal of the Cukurova University Institute of Social Sciences, 16(2).
  • Barak, M., & Doppelt, Y. (1999). Integrating the Cognitive Research Trust (CoRT) Programme for Creative Thinking into a Project‐based Technology Curriculum. Research in Science & Technological Education, 17(2), 139–151.
  • Bayrak, Ç., & Aktamış, H. CoRT 1 (Cognitive Research Truth) Düşünme Programının Öğrencilerin Akademik Başarılarına, Bilimsel Yaratıcılıklarına ve Eleştirel Düşünme Eğilimlerine Etkisi:“Yaşamımızdaki Elektrik” Ünitesi Örneği. [The Effects of the CoRT 1 (Cognitive Research Truth) Thinking Program on Students’ Academic Achivement, Scientific Creativity and Critical Thinking Tendency: A case of “Electricity In Our Life” Unit]. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 29(2), 209–230.
  • Beyer, B. K. (1991) Teaching Thinking Skills: A Handbook for Elementary School Teachers.Boston: Allyn &Bacon.
  • Browne, N. M., & Freeman, K. (2000). Distinguishing features of critical thinking classrooms. Teaching in Higher Education, 5(3).
  • Daher, W., Tabaja-Kidan, A., & Gierdien, F. (2017). Educating grade-6 students for higher-order thinking and its influence on creativity. Pythagoras, 38(1), 1–12. De Bono, E. (1986). The CoRT thinking program (2nd ed.). Oxford: Pergamon Press.
  • De Bono, E. (1991). The direct teaching of thinking in education and the CoRT Method. In S. Maclure & P. Davies (Eds.), Learning to think: Thinking to learn. Pergamon Press.
  • Demirkaya, H. (2008). Coğrafya Öğretiminde Eleştirel Düşünme Stratejileri ve Sorgulama Yoluyla Öğrenmenin Kullanımı [Using Critical Thinking Strategies and Inquiry Learning in Geography Instruction]. Türkiye Sosyal Araştırmalar Dergisi [Turkey Social Research Journal],(1), 90-116.
  • Doğanay, A. (2009). Öğretim ilke ve yöntemleri [Teaching principles and methods], Pegem A. Yayıncılık Indeksi, Ankara.
  • Doğanay, A. & Dolapcıoglu, S. (2012), Öğretmen ve öğrenci yansıtma yazılarıyla CORT (Cognitive Research Trust) 5 derslerinin Değerlendirilmesi, 2. Ulusal eğitim programları ve öğretim kongresi. Abstract retrieved from https://www.pegem.net/akademi/kongrebildiri
  • Elder, L., & Paul, R. (2002). Critical thinking: Distinguishing between inferences and assumptions. Journal of Developmental Education, 25(3), 34.
  • Ennis, R. (1991). Critical thinking: A streamlined conception. Teaching philosophy, 14(1), 5–24.
  • Enright, B. E., & Beattie, S. A. (1992). Assessing critical thinking in mathematics. Diagnostique, 17(2), 137–144.
  • Gelman, R., & Williams, E. (1998). Constraints on cognitive development and learning. In W. Damon (Series Ed.), D. Kuhn, & R. Siegler (Vol. Eds.), Handbook of child psychology: Vol. 2. Cognition, language, and perception (5th ed., pp. 575-630). New York: Wiley
  • Iwaoka, W. T., Li, Y. R., & Walter, Y. (2010). Measuring gains in critical thinking in food science and human nutrition courses: The Cornell critical thinking test, problem based learning activities, and student journal entries. Journal of Food Science Education, 9(3), 68–75.
  • Karakus, M. (2001). Eğitim Programlarında Eleştirel Düşünmeyi Geliştirmenin Bir Yolu Olarak Bilimsel Araştırmalar Vakfı cognitive Research Trust Etkinlikleri [Cognitive Research Trust Activities in Scientific Research Foundation as a Way of Enhancing Critical Thinking in Education Programs]. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(8).
  • Khalid, T. (2010). An integrated inquiry activity in an elementary teaching methods classroom. Science Activities, 47(1), 29–34.
  • Kirmizi, F. S., & Akkaya, N. (2010). Yeni türkçe dersi öğretim programının uygulamasına ilişkin olarak branş öğretmenlerinin görüşleri [The views of branch teachers on the implementation of new Turkish language curriculum], Ministry of National Education. 40(185), 33-47.
  • Korkmaz, Ö. (2009). öğretmenlerin eleştirel düşünme eğilim ve düzeyleri [The tendency and level of critical thinking among teachers), Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 10(1), 1–13.
  • Mandernach, B. J. (2006). Thinking critically about critical thinking: Integrating online tools to promote critical thinking. Insight: A collection of faculty scholarship, 1, 41–50.
  • Marcut, I. (2005). Critical Thinking: Applied to the Methodology of Teaching Mathematics. Educatia Matematica, 1(1), 57–66.
  • Merriam, B. (2013). Nitel araştırma desen ve uygulama için bir rehber [Qualitative Research: A Guide to Design and Implementation]. (Translated from the 3rd edition by Turan). Ankara: Nobel Akademik Yayıncılık.
  • McGregor, D. (2007). Devoloping thinking, devoloping learning. Buckingtam, GBR: Open University Press.
  • McMillan, J.H. (2004). Educational research: Fundamentals for the consumer. (4th ed.). Boston: Pearson Education, Inc.
  • Melchior, T. M., Kaufold, R. E., & Edwards, E. (1988). How schools teach thinking: Using CoRT thinking in schools. Educational Leadership, 45(7), 32–33.
  • Ngang, T. K., Nair, S., & Prachak, B. (2014). Developing instruments to measure thinking skills and problem solving skills among Malaysian primary school pupils. Procedia-Social and Behavioral Sciences, 116, 3760–3764.
  • Onosko, J. J. (1991). Barriers to the promotion of higher-order thinking in social studies. Theory & Research in Social Education, 19(4), 341–366.
  • Paul, R., & Elder, L. (2007). The thinker’s guide for students on how to study and learn a discipline using critical thinking concepts and tools. Dillon Beach, CA: Foundation for Critical Thinking.
  • Preus, B. (2012). Authentic instruction for 21st century learning: Higher order thinking in an inclusive school. American Secondary Education, 59–79.
  • Ruppel, R. J. (2011). The intellectual foundations of critical thinking. A Critical Thinking Model at Viterbo University June 15, 2011. Retrieved from the http://www.viterbo.edu/english
  • Safran, M. et al. (2005), Milli eğitim bakanlığı, ilköğretim sosyal bilgiler dersi 4.-5. sınıflar öğretim programı [Ministry of National Education, Social studies curriculum for 4th and 5th grades in primary school] devlet kitapları müdürlüğü basım evi. [State Book Board Publishing House]
  • Şenşekerci, E. & ve Bilgin, A. (2008). Eleştirel Düşünme ve Öğretimi [Critical Thinking and Its Teaching], Uludağ.
  • Seven, M. A., & Engin, A. O. (2008). Öğrenmeyi Etkileyen Faktörler [Factors that Influence Learning] Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(2): 189–212
  • Stapleton, P. (2011). A survey of attitudes towards critical thinking among Hong Kong Secondary Teachers: Implications for policy Change. Thinking Skills and Creativity, 6(1), 14–23.
  • Stoddard, S. (2002). Reflective thinking within an art methods class for preservice elementary teachers. Hawaii international conference on education. Retrieved from www.hiceducation.org.
  • Tang, C. (2000). Reflective diaries as a means of faciliating and assessing reflection. Hersda 2002 Conference, . Retrieved from www.ecu.edu.au.
  • Toptaş, V. (2010). İlköğretim matematik dersi (1–5) öğretim programındaki becerilerle ilgili sınıf öğretmenlerinin Görüşleri [The Perceptions of form teachers about the skills in primary school (1–5) mathematics curriculum], Ministry of National Education, 188, 296–310.
  • Tripp, D. H. (1980). The evulation of the De Bono (Cort) thinking project; some theoretical issues. Studies in Educational Evaluation, 6(2), 185–194.
  • White, D. A. (2010). Through Another's Eyes: Gifted Education: Thinking (With Help from Aristotle) about Critical Thinking. Gifted Child Today, 33(3), 14-19.
  • Yildirim, A., & Şimşek (2016). H., Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences]. Ankara: Seckin.
  • Yin, R. K. (2009). Case study research (desing and methods). (5.th, ed.). Sage Publication, London.

Role of the Cognitive Research Trust Thinking Program in Developing Critical Thinking Skills

Yıl 2021, Cilt: 11 Sayı: 2, 396 - 411, 30.08.2021
https://doi.org/10.19126/suje.743683

Öz

This study focuses on the role of Cognitive Research Trust (CoRT) thinking program in developing critical thinking skills. It aims to contribute to the teaching program in Turkey for inculcating critical thinking skills using a qualitative case study design. For this purpose, 35 grade 5 students from a primary school and their teacher participated in the study. The data were collected through student reflections and teacher views post training for four weeks. Every week, one lesson, four events, and one projects related to the fifth section of the CoRT program “knowledge and feelings,” which is considered to be related to critical thinking skills, were conducted. The findings revealed that the CoRT program achieves important outcomes in critical thinking regarding opinions, which may be directed by feelings, values, and others’ ideas; information may not always be accurate; information should be investigated, clarified, and simplified; information can be acquired through clues and questioning. In addition, the findings also suggested that for the CoRT program to be more effective, the classes should include visuals and examples relevant to learners’ real lives.

Kaynakça

  • Akinoğlu, O. (2001). Eleştirel Düşünme becerilerini temel alan fen bilgisi öğretiminin öğrenme ürünlerine etkisi [The Impact of critical thinking skills based science education on learning outcomes]. Hacettepe University, Ankara (Unpublished PhD Dissertation).
  • Alagöz, B. (2011). Probleme dayalı öğrenme yönteminin sosyal bilgiler öğretmen adayları üzerindeki etkisi [The impact of problem-based learning method on social studies teacher candidates]. Millî Eğitim Dergisi, 41(190), 167-187.
  • Alshurman, W. M. (2017). The effects of the first part of the CoRT program for teaching thinking (BREADTH) on the development of communication skills among a sample of students from Al al-Bayt University in Jordan. Educational Research and Reviews, 12(2), 73-82.
  • Aybek, A. (2007). Konu ve beceri temelli eleştirel düşünme öğretiminin öğretmen adaylarının eleştirel düşünme eğilimi ve düzeyine etkisi [The impact of topic and skill -based teaching of critical thinking on the tendency and level of critical thinking among teacher candidates]. Journal of the Cukurova University Institute of Social Sciences, 16(2).
  • Barak, M., & Doppelt, Y. (1999). Integrating the Cognitive Research Trust (CoRT) Programme for Creative Thinking into a Project‐based Technology Curriculum. Research in Science & Technological Education, 17(2), 139–151.
  • Bayrak, Ç., & Aktamış, H. CoRT 1 (Cognitive Research Truth) Düşünme Programının Öğrencilerin Akademik Başarılarına, Bilimsel Yaratıcılıklarına ve Eleştirel Düşünme Eğilimlerine Etkisi:“Yaşamımızdaki Elektrik” Ünitesi Örneği. [The Effects of the CoRT 1 (Cognitive Research Truth) Thinking Program on Students’ Academic Achivement, Scientific Creativity and Critical Thinking Tendency: A case of “Electricity In Our Life” Unit]. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 29(2), 209–230.
  • Beyer, B. K. (1991) Teaching Thinking Skills: A Handbook for Elementary School Teachers.Boston: Allyn &Bacon.
  • Browne, N. M., & Freeman, K. (2000). Distinguishing features of critical thinking classrooms. Teaching in Higher Education, 5(3).
  • Daher, W., Tabaja-Kidan, A., & Gierdien, F. (2017). Educating grade-6 students for higher-order thinking and its influence on creativity. Pythagoras, 38(1), 1–12. De Bono, E. (1986). The CoRT thinking program (2nd ed.). Oxford: Pergamon Press.
  • De Bono, E. (1991). The direct teaching of thinking in education and the CoRT Method. In S. Maclure & P. Davies (Eds.), Learning to think: Thinking to learn. Pergamon Press.
  • Demirkaya, H. (2008). Coğrafya Öğretiminde Eleştirel Düşünme Stratejileri ve Sorgulama Yoluyla Öğrenmenin Kullanımı [Using Critical Thinking Strategies and Inquiry Learning in Geography Instruction]. Türkiye Sosyal Araştırmalar Dergisi [Turkey Social Research Journal],(1), 90-116.
  • Doğanay, A. (2009). Öğretim ilke ve yöntemleri [Teaching principles and methods], Pegem A. Yayıncılık Indeksi, Ankara.
  • Doğanay, A. & Dolapcıoglu, S. (2012), Öğretmen ve öğrenci yansıtma yazılarıyla CORT (Cognitive Research Trust) 5 derslerinin Değerlendirilmesi, 2. Ulusal eğitim programları ve öğretim kongresi. Abstract retrieved from https://www.pegem.net/akademi/kongrebildiri
  • Elder, L., & Paul, R. (2002). Critical thinking: Distinguishing between inferences and assumptions. Journal of Developmental Education, 25(3), 34.
  • Ennis, R. (1991). Critical thinking: A streamlined conception. Teaching philosophy, 14(1), 5–24.
  • Enright, B. E., & Beattie, S. A. (1992). Assessing critical thinking in mathematics. Diagnostique, 17(2), 137–144.
  • Gelman, R., & Williams, E. (1998). Constraints on cognitive development and learning. In W. Damon (Series Ed.), D. Kuhn, & R. Siegler (Vol. Eds.), Handbook of child psychology: Vol. 2. Cognition, language, and perception (5th ed., pp. 575-630). New York: Wiley
  • Iwaoka, W. T., Li, Y. R., & Walter, Y. (2010). Measuring gains in critical thinking in food science and human nutrition courses: The Cornell critical thinking test, problem based learning activities, and student journal entries. Journal of Food Science Education, 9(3), 68–75.
  • Karakus, M. (2001). Eğitim Programlarında Eleştirel Düşünmeyi Geliştirmenin Bir Yolu Olarak Bilimsel Araştırmalar Vakfı cognitive Research Trust Etkinlikleri [Cognitive Research Trust Activities in Scientific Research Foundation as a Way of Enhancing Critical Thinking in Education Programs]. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(8).
  • Khalid, T. (2010). An integrated inquiry activity in an elementary teaching methods classroom. Science Activities, 47(1), 29–34.
  • Kirmizi, F. S., & Akkaya, N. (2010). Yeni türkçe dersi öğretim programının uygulamasına ilişkin olarak branş öğretmenlerinin görüşleri [The views of branch teachers on the implementation of new Turkish language curriculum], Ministry of National Education. 40(185), 33-47.
  • Korkmaz, Ö. (2009). öğretmenlerin eleştirel düşünme eğilim ve düzeyleri [The tendency and level of critical thinking among teachers), Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 10(1), 1–13.
  • Mandernach, B. J. (2006). Thinking critically about critical thinking: Integrating online tools to promote critical thinking. Insight: A collection of faculty scholarship, 1, 41–50.
  • Marcut, I. (2005). Critical Thinking: Applied to the Methodology of Teaching Mathematics. Educatia Matematica, 1(1), 57–66.
  • Merriam, B. (2013). Nitel araştırma desen ve uygulama için bir rehber [Qualitative Research: A Guide to Design and Implementation]. (Translated from the 3rd edition by Turan). Ankara: Nobel Akademik Yayıncılık.
  • McGregor, D. (2007). Devoloping thinking, devoloping learning. Buckingtam, GBR: Open University Press.
  • McMillan, J.H. (2004). Educational research: Fundamentals for the consumer. (4th ed.). Boston: Pearson Education, Inc.
  • Melchior, T. M., Kaufold, R. E., & Edwards, E. (1988). How schools teach thinking: Using CoRT thinking in schools. Educational Leadership, 45(7), 32–33.
  • Ngang, T. K., Nair, S., & Prachak, B. (2014). Developing instruments to measure thinking skills and problem solving skills among Malaysian primary school pupils. Procedia-Social and Behavioral Sciences, 116, 3760–3764.
  • Onosko, J. J. (1991). Barriers to the promotion of higher-order thinking in social studies. Theory & Research in Social Education, 19(4), 341–366.
  • Paul, R., & Elder, L. (2007). The thinker’s guide for students on how to study and learn a discipline using critical thinking concepts and tools. Dillon Beach, CA: Foundation for Critical Thinking.
  • Preus, B. (2012). Authentic instruction for 21st century learning: Higher order thinking in an inclusive school. American Secondary Education, 59–79.
  • Ruppel, R. J. (2011). The intellectual foundations of critical thinking. A Critical Thinking Model at Viterbo University June 15, 2011. Retrieved from the http://www.viterbo.edu/english
  • Safran, M. et al. (2005), Milli eğitim bakanlığı, ilköğretim sosyal bilgiler dersi 4.-5. sınıflar öğretim programı [Ministry of National Education, Social studies curriculum for 4th and 5th grades in primary school] devlet kitapları müdürlüğü basım evi. [State Book Board Publishing House]
  • Şenşekerci, E. & ve Bilgin, A. (2008). Eleştirel Düşünme ve Öğretimi [Critical Thinking and Its Teaching], Uludağ.
  • Seven, M. A., & Engin, A. O. (2008). Öğrenmeyi Etkileyen Faktörler [Factors that Influence Learning] Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(2): 189–212
  • Stapleton, P. (2011). A survey of attitudes towards critical thinking among Hong Kong Secondary Teachers: Implications for policy Change. Thinking Skills and Creativity, 6(1), 14–23.
  • Stoddard, S. (2002). Reflective thinking within an art methods class for preservice elementary teachers. Hawaii international conference on education. Retrieved from www.hiceducation.org.
  • Tang, C. (2000). Reflective diaries as a means of faciliating and assessing reflection. Hersda 2002 Conference, . Retrieved from www.ecu.edu.au.
  • Toptaş, V. (2010). İlköğretim matematik dersi (1–5) öğretim programındaki becerilerle ilgili sınıf öğretmenlerinin Görüşleri [The Perceptions of form teachers about the skills in primary school (1–5) mathematics curriculum], Ministry of National Education, 188, 296–310.
  • Tripp, D. H. (1980). The evulation of the De Bono (Cort) thinking project; some theoretical issues. Studies in Educational Evaluation, 6(2), 185–194.
  • White, D. A. (2010). Through Another's Eyes: Gifted Education: Thinking (With Help from Aristotle) about Critical Thinking. Gifted Child Today, 33(3), 14-19.
  • Yildirim, A., & Şimşek (2016). H., Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences]. Ankara: Seckin.
  • Yin, R. K. (2009). Case study research (desing and methods). (5.th, ed.). Sage Publication, London.
Toplam 44 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Sevda Doğan Dolapçıoğlu 0000-0002-2707-1744

Ahmet Doğanay 0000-0002-8482-225X

Yayımlanma Tarihi 30 Ağustos 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 11 Sayı: 2

Kaynak Göster

APA Doğan Dolapçıoğlu, S., & Doğanay, A. (2021). Role of the Cognitive Research Trust Thinking Program in Developing Critical Thinking Skills. Sakarya University Journal of Education, 11(2), 396-411. https://doi.org/10.19126/suje.743683