Developing Disposition To Critical Thinking and Problem-Solving Perception in Instructional Design Projects for Producing Digital Materials

dc.authorid Toker, Sacip/0000-0003-1437-6642
dc.authorscopusid 56608927500
dc.authorscopusid 26031936900
dc.authorwosid Toker, Sacip/I-8622-2019
dc.contributor.author Toker, Sacip
dc.contributor.author Baturay, Meltem Huri
dc.contributor.other Information Systems Engineering
dc.date.accessioned 2024-07-05T15:18:36Z
dc.date.available 2024-07-05T15:18:36Z
dc.date.issued 2022
dc.department Atılım University en_US
dc.department-temp [Toker, Sacip] Atilim Univ, Coll Engn, Informat Syst Engn, Ankara, Turkey; [Baturay, Meltem Huri] Atilim Univ, Ctr Teaching & Learning, Ankara, Turkey en_US
dc.description Toker, Sacip/0000-0003-1437-6642 en_US
dc.description.abstract This study investigated the development of perceptions of critical thinking and problem-solving skills among a group of students taking part in instructional design projects to produce digital materials using different instructional design models. The study participants were students from a computer science teaching department who were enrolled in an instructional design course. Participants were divided into two groups according to instructional design model. The rapid prototyping model (RPM) group consisted of 47 students working in 9 teams on an assignment to develop an e-book for educational use, and the Dick and Carey model (DCM) group consisted of 37 students working in 7 teams on an assignment to design digital materials to enrich courses on a specific subject. Student perceptions of the development of their critical thinking and problem-solving skills were analyzed using a causal-comparative approach, with the Big Five Personality traits as covariance. The RPM group indicated significant improvements in their perceived problem-solving skills, particularly with respect to their confidence in undertaking tasks, whereas the DCM group perceived significant improvements in their disposition to critical-thinking, particularly with respect to self-confidence and analyticity. The Openness to Experience trait was reported to be a significant covariance on the self-confidence sub-factor of both skills, as was the trait Extraversion. The findings are discussed in detail, along with recommendations for further research. en_US
dc.identifier.citationcount 5
dc.identifier.doi 10.1007/s10798-020-09646-2
dc.identifier.endpage 1292 en_US
dc.identifier.issn 0957-7572
dc.identifier.issn 1573-1804
dc.identifier.issue 2 en_US
dc.identifier.scopus 2-s2.0-85099827552
dc.identifier.startpage 1267 en_US
dc.identifier.uri https://doi.org/10.1007/s10798-020-09646-2
dc.identifier.uri https://hdl.handle.net/20.500.14411/1871
dc.identifier.volume 32 en_US
dc.identifier.wos WOS:000610002600001
dc.identifier.wosquality Q3
dc.institutionauthor Toker, Sacip
dc.institutionauthor Baturay, Meltem Huri
dc.language.iso en en_US
dc.publisher Springer en_US
dc.relation.publicationcategory Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı en_US
dc.rights info:eu-repo/semantics/closedAccess en_US
dc.scopus.citedbyCount 8
dc.subject Instructional design projects en_US
dc.subject E-book design en_US
dc.subject Digital material design en_US
dc.subject Disposition to critical thinking en_US
dc.subject Problem solving inventory en_US
dc.title Developing Disposition To Critical Thinking and Problem-Solving Perception in Instructional Design Projects for Producing Digital Materials en_US
dc.type Article en_US
dc.wos.citedbyCount 7
dspace.entity.type Publication
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