The Relationship between Prospective Middle School Mathematics Teachers' Critical Thinking Skills and Reflective Thinking Skills

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read Online Read More Add to Saved list
  • Author(s): Erdogan, Fatma (ORCID Erdogan, Fatma (ORCID 0000-0002-4498-8634)
  • Language:
    English
  • Source:
    Participatory Educational Research. Mar 2020 7(1):220-241.
  • Publication Date:
    2020
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Participatory Education Research. Amasya University, Technology Faculty, Yagmurkoy Orad, Amasya 05100, Turkey. Web site: https://www.perjournal.com/
    • Peer Reviewed:
      Y
    • Source:
      22
    • Education Level:
      Higher Education
      Postsecondary Education
      Junior High Schools
      Middle Schools
      Secondary Education
    • Subject Terms:
      Foreign Countries; Preservice Teachers; Middle School Teachers; Mathematics Teachers; Critical Thinking; Thinking Skills; Reflection; Cognitive Tests; Gender Differences; Academic Achievement; Instructional Program Divisions; Predictor Variables
    • Subject Terms:
      Turkey
    • ISSN:
      2148-6123
    • Abstract:
      The aim of this study was to analyze the relationship between critical thinking skills and reflective thinking skills of prospective middle school mathematics teachers. In addition, it was aimed to examine critical thinking skills and reflective thinking skills of prospective middle school mathematics teachers with regard to some variables (gender, grade level, academic achievement level). This study adopts one of the general survey models: relational survey model. 201 prospective middle school mathematics teachers studying in Elementary Mathematics Teacher Education Program at a state university participated in this study. Reflective Thinking Scale and Critical Thinking Standards Scale were used. For the data analysis, descriptive statistics, independent sample t-test, one-way analysis of variance, correlation analysis, and simple linear regression analysis were used. The findings of this study showed that the prospective teachers' critical thinking skill level is high (agree), reflective thinking skill level is at moderate level (neutral). Critical thinking skills of the prospective teachers were significantly different in terms of gender and academic achievement. On the other hand, reflective thinking skills of the prospective teachers were significantly different in terms of grade level. Besides, there was a positive, significant and moderate relationship between critical thinking skills and reflective thinking skills of the prospective teachers. The prospective teachers' critical thinking skills were the significant predictors of their reflective thinking skills. It was found that critical thinking skills explained 24% of the variance related to reflective thinking skills.
    • Abstract:
      As Provided
    • Publication Date:
      2020
    • Accession Number:
      EJ1244214