Birinci Sınıf Üniversite Öğrencilerinin Eleştirel Düşünme ve Yaşamboyu Öğrenme Becerileri Arasındaki İlişki

Year 2017, , 282 - 303, 28.02.2017

Tanju Deveci , Nader Ayish

https://doi.org/10.14686/buefad.291775

Cited By: 3

Abstract

Üniversiteye henüz başlamış öğrencilerinin eleştirel düşünme (ED) ve
yaşamboyu öğrenmeye (YBÖ) ilişkin becerilerinin yeterli düzeyde olduğu
varsaymak, bu öğrencilerin universite eğitimini zayıf temeller üzerine inşaa
etmelerine neden olabilir. Bu durumdan hareketle, bu araştırma birinci sınıf
üniversite öğrencilerinin ED ve YBÖ’e yönelik hazır bulunuşluk düzeylerini
belirlemek üzere yürütülmüştür ve bu iki beceri arasındaki ilişkiyi
tartışmaktadır. Araştırmaya, Abu Dhabi şehrindeki bir universiteden 19 yaş
ortalamasıyla 87 öğrenci katılmıştır. Veriler daha önce diğer araştırmacılar
tarafından geliştirilmiş olan iki farklı veri toplama aracı kullanılarak
toplanmıştır.  Sonuçlar, öğrencilerin ED
puanlarının düşük, YBÖ puanlarının ise ortalamanın biraz üzerinde olduğunu
göstermiştir. Kız öğrencilerin ED ve YBÖ puanlarının erkek öğrencilerinkine
kıyasla daha yüksek olduğu belirlenmiştir. Ayrıca genel olarak ED ve YBÖ
arasında zayıf pozitif yönde bir ilişki olduğu belirlenmiştir. Ancak kız
öğrencilerin puanları arasındaki ilişki orta derecede pozitif yönde olmuştur.
Sonuçlar tartışılmakta, öğrencilerin ED ve YBÖ puanları arasındaki ilişkiyi
güçlendirici önerilerde bulunulmaktadır.

Keywords

eleştirel düşünme, yaşamboyu öğrenme, hazır bulunuşluk

Correlation between Critical Thinking and Lifelong Learning Skills of Freshman Students

Abstract

Freshman students’ critical thinking (CT) and lifelong learning (LLL)
skills are often taken for granted. This can lead to tertiary education that is
built on a weak foundation. In this paper, results of a small-scale study
conducted to identify freshman students’ CT and LLL readiness levels and the
correlation between them are explored. Participants included 87 freshman
students with a mean age of 19 studying at a university in Abu Dhabi. Data were
collected using two instruments developed by other researchers. Results
indicate that students’ overall CT score are at the lower end, while their LLL
score are slightly above the average. Female students’ CT and LLL scores are
higher than male students’ score with differences at statistically significant
levels. Also, there is a weak positive correlation between students’ overall CT
and LLL scores. However, there is a moderate positive correlation between
female students’ scores for CT and LLL. Recommendations are made in order to
enhance students’ CT and LLL skills and strengthen the relationship between
them.

Keywords

critical thinking, lifelong learning, readiness, freshman

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