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Author: Toker, SacipSubject: Disposition to critical thinking

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    Article
    Citation - WoS: 7
    Citation - Scopus: 11
    Developing Disposition To Critical Thinking and Problem-Solving Perception in Instructional Design Projects for Producing Digital Materials
    (Springer, 2022) Toker, Sacip; Baturay, Meltem Huri
    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.
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    Article
    Citation - WoS: 9
    Citation - Scopus: 10
    A Comparison of Recursive and Nonrecursive Models of Attitude Towards Problem-Based Learning, Disposition To Critical Thinking, and Creative Thinking in an Computer Literacy Course for Preservice Teachers
    (Springer, 2022) Toker, Sacip; Akbay, Tuncer
    The present study investigates a comparison of the recursive and non-recursive models of attitude towards problem-based learning, disposition to critical thinking, and creative thinking as outcomes of an ill-structured problem-based technology integration course for pre-service teachers. There are 394 participants compromised via online surveys. Initially, we have examined each outcome for their possible influential factors. We have included the factors revealed associated with the outcome variables in the development of the recursive and non-recursive measurement models. The recursive model suggests cooperative learning process is associated with all the outcomes. Personality traits have a great potential as complementary factors. Spare time activities played a prominent role in the disposition to critical thinking. Reflective thinking on problem-solving improved disposition to critical thinking and attitude towards problem-based learning. Interestingly, the regulation of cognition, a type of metacognition, influenced in disposition to critical thinking, and the knowledge of cognition impacted creative thinking. In the nonrecursive model, we have dropped creative thinking to obtain the best fit model. Attitudes towards Problem-Based Learning and Disposition to Critical Thinking have a feedback loop association. Several factor variables are excluded, as well. Then, the findings are discussed.