The Relationship Between Pre-Service Teachers’ Critical Thinking Tendencies and Problem Solving Skills

Year 2016, Special Issue 2016 II, 33 - 44, 01.02.2016

Gürbüz Ocak , Eray Eğmir

https://doi.org/10.17275/per.16.spi.2.4

Cited By: 2

Abstract

The
aim of this study is to determine the relationship between pre-service
teachers’ critical thinking tendencies and problem solving skills. Besides, the
other problem of the study is whether problem solving skills show significant
difference according to the critical thinking tendency level and according to
the compound effect of critical thinking tendency level with gender, department
and grade level respectively. The sample of the study consists of 224 1st and
2nd grade pre-service teachers studying at Afyon Kocatepe University Education
Faculty. The California Critical
Thinking Disposition Inventory, which was developed by Facione and
Giancarlo (1998) and adapted into Turkish by Kökdemir (2003) and Problem
Solving Inventory, which was developed by Heppner and Petersen (1982) and
adapted into Turkish by Şahin, Şahin and Heppner (1993) are used as means of
data collection in the study. According to the findings of the study, a
significant and positive relationship between pre-service teachers’ critical
thinking tendencies and problem solving skills was found. According to the pre-service
teachers’ critical thinking tendency level (low, positively, high), problem
solving skills and sub-dimensions show a significant difference. However problem
solving skills show no significant differences according to the compound effect
of critical thinking tendency level with gender, department and grade level

Keywords

critical thinking tendency, problem solving skill, pre-service teacher

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