Aytac GOGUS, Nihat Gökhan GÖĞÜŞ, Erdi BAHADIR

Eleştirel Düşünme Becerileri ve Problem Çözmeye Yönelik Yansıtıcı Düşünme Becerileri Arasındaki İlişkiler

Bu çalışma, eleştirel düşünme becerileri ile problem çözme yönünde yansıtıcı düşünme becerileri arasındaki ilişkiyi ve iki değişkenin, haftalık çalışma ve sosyal aktivite saatlerinin yansıtıcı ve eleştirel düşünme üzerindeki etkilerini incelemektedir. Yansıtıcı düşünme ile eleştirel düşünmenin 4 alt boyutu olan Doğruyu arama, Analitik, Sistematiklik, Kendine güven arasında, ayrıca eleştirel düşünme ile yansıtıcı düşünmenin üç alt boyutu olan sorgulama, nedenleme ve değerlendirme arasında pozitif korelasyon bulunmaktadır. Yansıtıcı düşünme becerisini yordayıcı bir regresyon modeli eleştirel düşünmenin 3 alt boyutu olan Doğruyu arama, Analitik, Kendine güven boyutları ile elde edilmiştir. Haftalık çalışma saati süresi, hem eleştirel düşünme hem de yansıtıcı düşünme becerilerini etkilemektedir. Haftalık çalışma süresi 15 saate kadar arttığında, yansıtıcı düşünmenin iki alt boyutu olan sorgulama, nedenleme boyutları ve de eleştirel düşünmenin sorgulama boyutu artmaktadır. Haftalık sosyal aktivite süresi 20 saate kadar arttığında, sadece eleştirel düşünme becerisinin değerlendirme boyutu artmaktadır. Lisans öğrencilerinin ders çalışmada aktif olması yansıtıcı düşünmenin üç alt boyutu olan sorgulama, nedenleme ve değerlendirme boyutlarını ve eleştirel düşünmenin sorgulama boyutunu etkilerken, sosyal aktivitelerde aktif olmak sadece yansıtıcı düşünmenin iki alt boyutu olan sorgulama ve değerlendirme boyutlarını etkilemiyor aynı zamanda eleştirel düşünmenin 3 alt boyutu olan Doğruyu arama, Açık Fikirlilik ve Sistematiklik, boyutlarını etkilemektedir.

Anahtar Kelimeler:

Eleştirel düşünme becerileri, yansıtıcı düşünme becerileri, üniversite öğrencileri, ders çalışma süresi

Intersections between Critical Thinking Skills and Reflective Thinking Skills toward Problem Solving

This study investigates the relationship between critical thinking skills and the reflective thinking skills toward problem-solving and the effects of two variables weekly study hours and social activities on reflective and critical thinking. Positive correlations between reflective thinking and four sub-dimensions of critical thinking, analyticity, systematicity, self-confidence, inquisitiveness, also between critical thinking skills and all three sub-dimensions of reflective thinking, questioning, reasoning, and evaluation, are found. A regression model is obtained to predict the reflective thinking skills toward problem-solving with three dimensions of critical thinking skills; self-confidence, analyticity, inquisitiveness. Weekly study hours have a significant effect on both reflective and critical thinking. As time spending on studying increases until 15 hours in a week, questioning and reasoning dimensions of the reflective thinking and inquisitiveness dimension of the critical thinking are increasing. As time spending on studying increases until 20 hours in a week, only the evaluation dimension of the reflective thinking are increasing. Being an active undergraduate in studying affect questioning, reasoning, evaluation skills of reflective thinking, and also inquisitiveness skill of critical thinking while social activities affect not only questioning and evaluation dimensions of reflective thinking, but also truth-seeking, open-mindedness, and systematicity dimensions of critical thinking.

Keywords:

critical thinking skills, reflective thinking skills, university students, study duration,

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