Vesile Gül BAŞER GÜLSOY, Tuncer AKBAY, Lokman AKBAY

ELEŞTİREL DÜŞÜNME EĞİLİMİNE EPİSTEMOLOJİK İNANÇLARIN VE ÜSTBİLİŞİN NEDENSEL ETKİSİ

Birçok çalışma epistemolojik inanç, üstbiliş ve eleştirel düşünme arasında ilişki olduğunu göstermektedir. Bu üç yapının da doğrudan ve/veya öğrenmeye ve bilişe etki ettiği vurgulanmaktadır. Bu çalışmada ise, amaç epistemolojik inanç ve üstbilişin eleştirel düşünmeye doğrudan etkileri ile epistemolojik inancın üstbiliş üzerinden yine eleştirel düşünmeye olan etkisinin büyüklük derecesini kestirmektir. Bu üç yapının varolduğu kabul edilen etkilerinin büyüklük derecesini belirlemek için 234 lisans öğrencisinden epistemolojik inanç, üstbiliş, ve eleştirel düşünme verileri toplanmıştır. Özenle yapılan very incelemesinde 18 katılımcının verileri uçdeğer olarak değerlendirildiğinden çalışmadan çıkarıldı. Böylece analize 215 katılımcıdan elde verilerle devam edildi. Verileri analiz etmek için yapısal regresyon adında özgül bir yapısal eşitlik modeli kullanılmıştır. Bulgular bireylerin epistemolojik inançlarının naif-karmaşık ekseninde gelişmesinin üstbiliş ve eleştirel düşünme yetilerini geliştirebileceğini göstermektedir.

CAUSAL EFFECT OF EPISTEMOLOGICAL BELIEFS AND METACOGNITION ON CRITICAL THINKING DISPOSITION

Many studies in the literature indicaterelationships between epistemological beliefs,metacognition, and critical thinking. All these constructseither directly or indirectly affect learning and cognition.In this research, we aim to disclose the magnitude of thedirect effect the epistemological beliefs has onmetacognition and critical thinking as well as determiningthe size of direct effect of metacognition and indirecteffect of epistemological beliefs on critical thinking. Todetermine magnitude of the postulated direct and indirectcausal effects between the three constructs, we collectedand analyzed a set of data reflecting 234 college students’level of epistemological beliefs, metacognition, andcritical thinking. After careful examination, 18 caseswere outliers and were removed prior to the analyses.Therefore, the analysis proceeded with a sample sizeof 215 participants Then a specific structural equationmodel (SEM), namely structural regression (SR) model,employed for data analysis. The results of this studysuggested that fostering epistemological beliefs of learnerson naive-sophisticated axis might develop theirmetacognitive and critical thinking skills.

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