A Search for a Method to Improve Critical Thinking Skills in Social Studies Teaching: Writing-to-Learn

Autor/inn/en	Kayaalp, Fatih; Meral, Elif; Simsek, Ufuk; Sahin, Ibrahim Fevzi
Titel	A Search for a Method to Improve Critical Thinking Skills in Social Studies Teaching: Writing-to-Learn
Quelle	In: Review of International Geographical Education Online, 10 (2020) 3, S.400-430 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kayaalp, Fatih) ORCID (Meral, Elif) ORCID (Simsek, Ufuk) ORCID (Sahin, Ibrahim Fevzi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-0353
Schlagwörter	Critical Thinking; Thinking Skills; Social Studies; Preservice Teachers; Teacher Education Programs; Content Analysis; Measures (Individuals); Teaching Methods; Writing Processes; State Universities; Scoring Rubrics; Letters (Correspondence); Diaries; News Reporting; Student Research; Holistic Approach; Student Attitudes; Foreign Countries; Turkey; California Critical Thinking Disposition Inventory + Suchen Sie Ihr Suchwort? Kritisches Denken; Denkfähigkeit; Gemeinschaftskunde; Inhaltsanalyse; Messdaten; Teaching method; Lehrmethode; Unterrichtsmethode; Staatliche Universität; Scoring formulas; Auswertungsbogen; Brief; Diary; Tagebuch; News report; Reportage; Studentenforschung; Holistischer Ansatz; Schülerverhalten; Ausland; Türkei
Abstract	The aim of this study is to investigate the effects of using multiple writing-to-learn activities on the critical thinking skills and dispositions of prospective teachers. For this purpose, the current study employed an embedded mixed-methods design and was carried out with 34 prospective Social Studies teachers who are studying at a public university. Research data were collected with the California Critical Thinking Disposition Inventory, as well as using the Holistic Critical Thinking Scoring Rubric, and also, semi-structured interview forms. In the research process, a variety of writing activities such as letters, diaries, columns and news articles were used for learning purposes. The quantitative data obtained in the research were analyzed descriptively and predictively, while the qualitative data were subjected to content analysis. The results of the study revealed that the writing-to learn activities led the prospective Social Studies teachers to do research, use evidence, get to know different ideas, and evaluate what they learned in a holistic way. Such a situation made a significant difference on the critical thinking skills and critical thinking dispositions of the prospective Social Studies teachers. Given such a result, it is recommended to draw upon writing-to-learn activities in order to develop different courses, subjects and higher-order thinking skills. (As Provided).
Anmerkungen	Review of International Geographical Education Online. Eskisehir Osmangazi University, Meselik Campus, Eskisehir City, 26480, Turkey. Tel: +90-222-239-37-50; Tax: +90-222-229-31-24; Web site: http://www.rigeo.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01