In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
V
o
l.7,
N
o.3,
S
eptem
b
er
2
01
8
,
pp. 194~
2
0
2
IS
S
N
: 2252-
88
22
D
O
I
: 10.
1
1
591
/i
jere
.v7.i
3
.
139
60
194
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
/
Investigation of
the Effect of Pr
e-Service Cl
assroo
m Teachers’
Critical Thinking Dispositio
n on Their M
edia Literacy
Öz
kan Ç
e
lik,
Hali
l Ç
o
kç
al
ışkan,
A
lpe
r
Y
o
r
u
l
m
a
z
D
e
partm
e
n
t
o
f Elem
ent
a
ry E
ducat
io
n
, F
a
c
u
l
t
y
of
Ed
ucat
io
n
, M
u
g
la
Sı
t
k
ı
Koc
man
Un
ivers
i
ty
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
ce
i
v
e
d
Jun 22,
2018
Re
vise
d A
u
g
1
,
201
8
Ac
ce
p
t
ed
Au
g
1
2
,
2
018
It
i
s
im
p
o
rt
a
n
t
to
d
ev
elo
p
a
c
riti
cal
p
ersp
ecti
v
e
i
n
t
erm
s
o
f
i
nt
erpreti
n
g
th
e
m
e
ss
ages
t
o
be
g
iv
en
t
o
the
in
d
i
v
i
d
u
a
l
s
t
h
ro
ug
h
m
e
d
i
a
an
d
q
u
es
t
ion
i
ng
t
he
aut
h
en
ticity
a
nd
cont
ent
o
f
t
h
e
s
e
m
es
sages
.
I
t
i
s
t
heref
o
re
n
ec
e
ssa
ry
t
o
tra
i
n
th
e
i
n
d
i
vidu
als
cal
led
m
e
d
i
a
literate
w
h
o
can
c
rit
i
call
y
p
ercei
ve
a
nd
e
v
a
luat
e
th
e
inf
o
rm
ati
o
n
con
v
eyed
t
h
r
ou
gh
t
h
e
m
e
d
i
a
t
o
i
ncrease
t
h
e
po
si
ti
ve
e
ff
ects
of
t
he
m
edia
a
nd
t
o
redu
ce
t
h
eir
negat
i
v
e
e
f
f
ects
as
m
u
c
h
as
p
o
ssi
b
le.
The
pu
rpo
s
e
o
f
t
h
e
s
t
u
d
y
i
s
t
o
i
nv
es
tig
ate
t
h
e
eff
ect
o
f
t
h
e
p
r
e-se
rvi
ce
teach
ers
’
critical
t
hi
nking
d
i
s
pos
iti
on
o
n
t
h
ei
r
media
literacy.
T
h
e
stud
y
empl
oy
ed
t
h
e
relat
i
o
n
al
s
u
r
vey
m
o
d
e
l,
o
n
e
o
f
th
e
qu
ant
i
t
a
tiv
e
r
es
earch
m
et
ho
ds
.
In
o
rder
t
o
col
l
ect
d
at
a,
a
p
erson
a
l
i
n
f
o
rm
atio
n
fo
rm
,
t
h
e
Cri
t
i
c
al
T
h
i
n
k
i
n
g
Di
spo
s
iti
on
S
cale,
a
nd
th
e
M
e
di
a
Literacy
L
evel
D
eterm
i
natio
n
S
cale
w
e
re
u
s
ed
a
s
th
e
d
a
t
a
c
o
l
l
e
c
t
i
o
n
i
n
s
t
r
u
m
e
n
t
s
.
A
s
a
r
e
s
u
l
t
o
f
t
h
e
s
t
u
d
y
,
t
h
e
c
r
i
t
i
c
al
t
h
i
nki
ng
di
sp
ositi
o
n
o
f
t
h
e
p
re-serv
i
ce
t
each
ers
was
f
o
u
n
d
to
b
e
m
e
di
u
m
and
thei
r
m
e
di
a
lit
e
racy
w
as
f
oun
d
to
b
e
h
i
g
h
.
Th
e
critical
t
hi
nking
d
isp
osition
was
f
o
u
n
d
t
o
b
e
vary
in
g
si
gn
ifi
c
a
n
tl
y
dep
e
nd
in
g
on
t
hei
r
g
end
e
r
an
d
g
rad
e
l
evel;
th
eir m
e
d
i
a lit
e
racy w
as f
o
und
t
o b
e
v
ary
i
ng
d
epe
n
d
i
n
g
o
n g
r
ade
l
evel
bu
t
n
ot
on
g
en
der.
T
h
e
r
e
i
s
a
p
o
si
ti
ve
b
ut
l
ow
r
el
ati
o
n
s
hi
p
b
e
tween
c
ri
tical
t
h
i
nki
ng
di
sp
ositi
o
n
and
med
i
a
lit
eracy
a
nd
c
ri
ti
cal
t
hin
k
ing
is
a
s
ig
n
i
f
i
cant
pred
icto
r
of
m
ed
ia lit
eracy.
K
eyw
ord
:
C
r
itica
l
t
h
i
n
k
i
n
g
Me
dia
li
tera
cy
Pr
e
-
se
rvice
cla
ssroom
tea
cher
Co
pyri
gh
t © 2
018 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Th
ird A
u
t
hor,
Depa
rtem
ent o
f
El
e
m
entary
E
ducat
ion,
Mu
gla
S
ı
t
k
ı K
o
c
m
a
n
U
ni
versit
y,
K
o
te
kl
i
,
Mu
g
l
a
Co
un
t
y
48
0
0
0
,
T
urkey.
Em
ail:
alper
y
o
r
ulm
a
z
@
mu.
e
du.tr
1.
I
N
TR
OD
U
C
TI
O
N
The
t
w
e
n
t
y
-first
cen
t
u
ry
i
s
a
n
e
r
a
i
n
whic
h
tech
no
l
o
g
i
ca
l
deve
l
opm
en
ts
a
nd
in
form
atio
n
pr
o
duc
t
i
o
n
are
c
o
n
tin
u
i
n
g
ra
p
idl
y
.
Th
us, educa
t
i
o
n has
s
t
ar
t
e
d to
a
tta
c
h
g
r
eater
im
por
t
a
nce
to
t
he de
v
elo
p
m
e
n
t
of
va
r
i
o
u
s
sk
i
l
ls
f
or
i
n
d
i
vid
u
a
l
s
t
o
catc
h
up
w
i
t
h
t
h
e
i
nform
a
ti
on
a
g
e.
O
n
e
o
f
t
h
e
se
s
ki
ll
s
i
s
c
riti
c
a
l
th
in
k
i
ng
,
wh
ich
ca
n
be see
n as
the
bas
ic req
uire
me
nt
f
or
t
he
de
v
elo
p
me
n
t
of s
o
me
o
t
h
e
r
sk
i
l
l
s
s
u
c
h
a
s
e
nt
re
pren
e
u
rship
,
r
e
a
so
ni
ng
and
pro
b
lem
s
o
l
v
i
n
g.
M
or
eo
ver
,
c
r
i
t
i
ca
l
th
in
k
i
n
g
i
s
c
o
nsider
e
d
t
o
b
e
a
basic
s
k
ill
to
b
e
p
o
ssesse
d
by
a
ll
p
r
o
f
e
s
s
i
o
n
a
l
s
[
1
]
.
T
h
i
s
s
k
i
l
l
s
e
e
m
s
t
o
b
e
m
o
r
e
i
m
p
o
r
t
a
n
t
f
o
r
t
h
e
c
l
a
ssroom
t
ea
c
h
ers
wo
rk
in
g
i
n
t
h
e
f
i
r
st
l
ev
el
of
c
om
pu
l
s
ory
educ
a
t
i
o
n
as
t
h
e
y
are
re
spon
si
ble
for
g
u
i
d
i
ng
t
he
d
eve
l
opm
e
n
t
of
c
hi
l
d
ren
w
ho
are
a
t
t
he
m
o
s
t
impor
ta
nt
s
ta
g
e
o
f
the
i
r
de
ve
lo
pme
n
t
beca
u
s
e
a
c
l
assro
o
m
t
e
ac
he
r
w
i
th
d
eve
l
o
p
e
d
c
ri
tic
al
t
h
i
nk
ing
s
k
i
ll
ca
n
ma
ke
i
m
porta
n
t
c
on
t
r
ib
ut
i
o
n
s
to t
h
e
de
ve
lo
p
m
e
n
t of
c
h
i
l
d
r
e
n’s
c
ritica
l
t
hi
n
k
in
g
skil
ls.
Whe
n
t
he
c
on
c
e
pt
o
f
cri
t
ical
t
hi
n
k
i
n
g
is
e
x
a
mined,
i
t
i
s
p
oss
i
b
l
e
t
o
e
n
co
unt
er
d
i
f
f
e
rent
d
e
f
i
n
iti
o
ns
and
a
pproac
h
e
s
.
Dre
n
na
n
[2
]
define
s
i
t
w
i
t
h
t
h
e
c
o
nc
e
p
t
s
o
f
pro
bl
e
m
s
ol
vin
g
,
d
e
c
i
s
io
n
ma
ki
ng
,
m
a
k
i
ng
in
fere
nce
s
a
nd rea
s
on
i
n
g
;
P
aul
an
d
Elde
r
[3] defi
nes
i
t
a
s
th
e
a
r
t
of
a
na
l
y
si
s
and
e
v
al
ua
ti
o
n
t
o
fost
e
r
t
h
i
n
k
i
n
g;
H
a
lper
n
[4]
de
fine
s
it
a
s
a
m
eans
o
f
i
ncr
eas
in
g
the
d
e
s
i
r
e
d
be
h
a
v
i
o
r
s
t
h
r
o
u
g
h
t
h
e
u
s
e
o
f
c
o
g
n
i
t
i
v
e
s
k
i
l
l
s
o
r
st
r
a
tegies;
Ennis [5] defines it
a
s
a
wa
y of
p
ro
fou
n
d
an
d re
aso
nabl
e th
ink
i
ng
whi
l
e
m
a
k
i
n
g
d
e
ci
sion
s;
M
c
P
e
c
k
[6]
def
i
ne
s
i
t
a
s
t
h
e
sk
i
l
l
o
f
s
ke
p
tic
a
l
a
nal
y
s
i
s
of
t
h
e
e
nc
o
u
n
tere
d
ne
w
in
for
m
a
t
i
on.
W
he
n
a
l
l
the
s
e
def
i
ni
t
i
ons
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Inve
stig
a
tio
n
o
f
the E
ffec
t
o
f
Pre-
Service
Classr
oom
T
e
ach
e
rs’
Critic
a
l
Think
i
ng
… (Ö
zk
an
Çel
i
k
)
19
5
are
exa
m
ine
d
,
crit
ical
t
h
i
n
k
in
g
c
a
n
b
e
e
x
pressed
a
s
t
he
t
h
i
nk
i
n
g
an
d
lear
n
i
n
g
a
c
t
i
v
i
t
y
inc
l
udi
n
g
h
i
g
he
r
or
d
e
r
cog
n
i
t
i
ve
sk
ills
.
Whe
n
t
he
r
e
l
e
v
ant
l
i
t
era
t
u
r
e i
s
r
evie
wed,
i
t
is
s
ee
n
tha
t
c
ri
t
i
c
a
l
t
h
i
n
k
i
ng
ha
s
bee
n
r
e
s
ear
ched
i
n
m
a
n
y
di
ffe
re
nt
d
isci
p
l
i
n
es.
In
a
d
d
i
t
i
on,
w
h
e
n
the
r
e
sea
r
ch
o
n
c
r
it
i
c
al
t
hi
n
k
i
ng
i
n
t
he
f
i
e
ld
o
f
ed
uc
at
i
o
n
is
e
xa
m
i
ne
d
,
i
t
is
se
e
n
t
ha
t
cri
t
i
c
al
thi
nki
ng h
a
s
a
p
o
s
it
iv
e
ef
f
ect
o
n
a
c
h
i
e
v
e
m
e
n
t, a
tti
t
u
d
e
a
nd sk
ills i
n
differ
e
n
t co
ur
se
s.
An
ot
h
e
r
sk
ill
th
oug
ht
t
o
b
e
a
f
f
ect
e
d
b
y
c
r
iti
c
a
l
t
hi
nki
ng
i
s
me
dia
li
t
e
rac
y
.
Me
dia
ha
s
be
com
e
a
n
impor
ta
nt
s
o
u
r
c
e
of
d
a
t
a
v
i
t
a
l
t
o
u
s
a
s
a
r
e
s
u
l
t
o
f
t
e
c
h
no
lo
gic
a
l
d
e
v
e
l
op
me
nts.
H
ow
ev
e
r
,
t
h
is
d
oes
n
o
t
m
ean
tha
t
e
a
c
h
da
ta
r
elea
se
d
b
y
m
e
d
ia
i
s
nece
ssar
i
l
y
c
orr
ect.
M
e
dia
ca
n
affec
t
p
e
r
ce
p
t
i
o
ns,
a
tti
t
ude
s
a
n
d
o
p
i
nio
n
s
by
g
e
t
t
i
n
g
v
ari
ous
i
d
e
as
a
c
r
os
s
m
a
sse
s
[
7
,
8].
F
o
r
this
r
e
a
so
n,
i
nd
i
v
id
ua
ls
s
ho
u
l
d
ha
ve
c
r
i
t
i
ca
l
po
int
o
f
v
iew
s
a
n
d
medi
a
lit
erac
y
so
t
h
a
t
th
e
y
c
an
a
n
a
l
y
ze
t
h
e
d
at
a
sen
t
f
ro
m
a
sou
r
c
e
t
o
de
ter
m
ine
whet
her
t
h
er
e
is
misi
nform
a
ti
o
n
or
di
s
t
or
ti
o
n
of
da
ta
a
n
d
c
an
se
e
k for c
onfir
m
a
t
i
o
n
;
i
n
shor
t
,
they
s
hou
ld
b
e
m
e
dia
l
i
ter
a
te.
M
e
d
i
a l
i
t
e
ra
cy
req
ui
re
s
t
h
e
effe
ct
iv
e
u
s
e
o
f
m
e
d
i
a
sou
rc
es
a
nd
ana
l
ysi
s
of
th
e
m
e
ssage
s co
m
i
ng fr
o
m
m
e
dia s
o
ur
c
e
s
w
i
t
h
a
cr
i
tic
a
l
po
i
nt
of
v
i
ew
.
Th
us
,
t
h
e
m
e
d
i
a l
i
t
e
ra
cy
o
f t
h
e
in
divi
du
a
l
s
wi
t
h
d
ev
el
op
ed
c
ri
ti
c
a
l
t
h
i
n
kin
g
s
kill
i
s
al
so
e
x
p
ect
ed
t
o
b
e
d
e
v
e
l
op
ed
b
ec
au
s
e
t
h
e
i
n
d
ivi
d
uals
t
h
i
nk
i
n
g
c
r
itic
a
l
l
y
a
r
e
i
n
t
h
e
purs
u
i
t
o
f
un
dersta
n
d
i
n
g
the
c
a
u
ses
of
e
ven
t
s
a
nd
of
q
ue
sti
o
n
i
ng
th
e
inc
i
d
e
n
ce
s
th
ey
e
n
c
o
unt
er
[
9
]
.
Th
e
re
l
a
ti
on
sh
i
p
betw
ee
n
crit
ic
al
t
h
i
n
k
i
n
g
a
n
d
m
e
d
i
a
liter
a
cy
c
an
b
e
em
pha
size
d
t
h
ro
u
gh
the
de
fi
nit
i
on
of
m
ed
ia
l
i
t
e
r
ac
y.
Me
dia
l
i
te
rac
y
c
an
b
e
de
fine
d
a
s
t
he
a
b
i
l
i
t
y
o
f
ha
vin
g
a
c
c
e
ss
t
o
the
m
e
ssa
ge
s
of
m
e
d
i
a
p
ub
l
i
s
h
e
d
i
n
d
i
ffe
r
ent
source
s,
a
na
l
y
z
i
n
g
,
e
v
a
l
uat
i
n
g
a
nd
c
om
m
unic
a
t
i
ng
t
he
m
[10,
11,
1
2
,
13]
.
Thus,
i
t
c
a
n
b
e
ar
g
u
ed
t
ha
t
m
e
dia
literate
i
ndividuals
s
hould
have
c
r
itical
t
hinking
s
k
ills
i
n
th
e
c
ons
ump
t
i
o
n
o
f
m
e
d
ia
[
1
4
]
.
I
n
o
t
her
w
o
r
d
s,
i
t
i
s
nec
e
ssary
t
o
ha
ve
c
rit
i
ca
l
th
in
ki
n
g
sk
ills a
b
o
u
t
me
dia.
Wh
en
t
h
e
r
el
a
t
ed
l
it
e
r
at
u
r
e
i
s
r
e
v
i
e
wed
,
i
t
ca
n
b
e
s
een
t
h
a
t
th
e
r
e
i
s
a
l
a
r
g
e
a
m
o
u
n
t
o
f
r
e
s
e
a
r
c
h
o
n
crit
ica
l
t
hi
n
k
i
n
g
an
d
me
di
a
l
itera
c
y
,
t
h
e
nu
m
b
er
o
f
st
u
d
i
e
s
foc
us
i
n
g
o
n
t
he
r
ela
t
i
o
nshi
p
be
tw
ee
n
c
r
it
ical
th
ink
i
ng
a
n
d
m
e
d
i
a
l
i
t
era
c
y
is
q
ui
te
lim
it
ed
[
1
5
,
1
6
,
17
,
12,
1
4].
Thu
s
,
the
a
i
m
o
f
t
he
p
resen
t
s
tudy
i
s
t
o
i
d
ent
i
f
y
th
e
ef
fec
t
o
f
t
h
e
p
r
e-se
rv
i
c
e
c
l
a
s
sro
o
m
t
e
a
c
h
ers’
c
ri
t
ica
l
t
h
i
n
k
i
ng
di
sp
osit
i
on
on
the
i
r
m
e
dia
l
i
t
e
r
ac
y.
To r
eac
h th
is
g
oal,
t
h
i
s st
u
dy
see
k
s t
o
fi
n
d
answ
ers
to
t
he fol
lo
win
g
qu
esti
on
s:
Wha
t
a
re
t
he
p
re-
s
ervice
c
l
a
ssr
o
om
t
eac
hers’
cr
i
t
ica
l
t
h
i
nk
i
n
g
d
i
sposi
t
i
on
a
n
d
m
e
d
ia
l
i
ter
acy
l
e
v
e
l
s
?
D
o
t
he
p
re
-servi
c
e
c
lassro
o
m
te
ache
r
s’
c
rit
i
cal
t
hin
k
i
n
g
di
spo
s
it
io
n
an
d
m
e
dia
l
i
t
era
c
y
vary
si
gn
ifica
n
tl
y d
e
pen
d
i
n
g
o
n ge
n
d
e
r
a
n
d
gra
de
l
e
v
el
?
Is
t
h
e
p
re
-se
r
v
i
ce
c
l
a
ssroo
m
t
e
a
c
h
e
rs’
c
r
i
t
i
c
a
l
t
hi
nki
ng
d
i
s
po
s
it
ion
a
s
i
g
n
i
f
i
c
a
n
t
p
redi
ct
or
o
f
t
h
e
i
r
m
e
dia
l
i
te
r
acy
?
2.
RESEARCH
M
ETH
O
D
Th
is
r
e
s
ear
ch
s
t
u
d
y
a
imi
ng
t
o
i
de
n
t
i
f
y
t
h
e
im
pact
o
f
t
h
e
pre-
se
rvice
c
l
a
ssroom
t
ea
c
h
e
r
s’
c
ritica
l
th
ink
i
ng
d
is
po
siti
o
n
o
n
the
i
r
m
e
dia
l
i
t
e
rac
y
w
a
s
c
on
du
c
t
e
d
a
cc
o
r
d
in
g
to
t
he
r
ela
tio
na
l
s
u
r
v
e
y
m
ode
l
descr
i
pt
i
v
e
i
n
n
a
t
ure.
T
he
r
el
ati
o
nal
s
u
rve
y
m
ode
l
in
t
e
nds
t
o
i
d
e
nt
if
y
t
h
e
rel
a
ti
on
sh
ip
b
et
wee
n
t
w
o
o
r
mo
re
varia
b
l
e
s an
d
to
e
lic
i
t
t
he de
g
ree
of
t
his
relat
i
o
n
s
h
ip
[
18].
2.1.
S
t
ud
y Grou
p
The
st
u
dy gr
ou
p of the c
urr
e
nt r
esea
rch i
s
co
m
prised o
f a to
t
a
l
of
303
p
re-service
c
las
s
room teachers
from
t
he
E
d
u
c
a
tio
n
F
a
cu
lt
y
o
f
M
u
ğ
l
a
S
ı
ktı
K
o
çm
an
U
n
i
ve
rsity
i
n
201
7
-
20
18
a
cad
e
m
i
c
y
e
a
r
.
Th
e
d
i
st
rib
u
ti
on
of
t
he
pre
-servi
ce
tea
che
r
s ac
cord
in
g t
o
t
he
i
r
gen
de
r,
g
rade
le
ve
l
an
d
grade
po
int
aver
a
g
e
is
g
ive
n
i
n Ta
b
l
e
1.
Tab
l
e
1. D
i
s
tri
b
u
t
i
o
n
o
f
the
p
re-
s
ervice
tea
cher
s
ac
cordi
n
g to
t
h
e
i
r
gen
d
er
,
grade
leve
l
an
d gr
ade
po
int
aver
a
g
e
Gra
d
e
1
st
y
ear
2
nd
y
ear
3
rd
y
ear
4
th
yea
r
T
o
ta
l
n
%
n
%
n
%
n
%
n
%
Gen
d
e
r
F
e
m
a
l
e
4
9
22.
9
52
24.
3
68
31.
8
45
21.
0
2
1
4
70.
6
Ma
l
e
2
9
32.
6
32
36.
0
17
19.
1
11
12.
4
89
29.
4
G
r
ad
e P
o
i
n
t
Av
er
a
g
e
1.
99
a
nd
l
o
we
r
7
31.
8
10
45.
5
3
13.
6
2
9.
1
22
7
.
3
2.
00-2.
49
2
3
33.
8
17
25.
0
17
25.
0
11
16.
2
68
22.
4
2.
50-2.
99
2
4
21.
8
32
29.
1
33
30.
0
21
19.
1
1
1
0
36.
3
3.
00-3.
49
2
1
22.
8
22
23.
9
29
31.
5
20
21.
7
92
30.
4
3.
50
a
nd
highe
r
3
27.
3
3
27.
3
3
27.
3
2
18.
2
11
3
.
6
T
o
ta
l
78
25.
7
84
27.
7
85
28.
1
56
18.
5
3
0
3
100
As
can
b
e
see
n
i
n
Tab
l
e
1,
7
0
%
o
f
t
h
e
pre-
se
rvice
teac
hers
a
re
fem
a
l
e
s.
T
his
i
s
n
at
ura
l
a
s
t
h
e
depa
r
t
me
n
t
a
tt
ende
d
i
s
m
ore
preferre
d
by
fem
a
le
s
tude
n
t
s.
I
n
te
rm
s
of
t
he
g
ra
de
l
e
v
e
l
v
aria
ble
,
t
here
i
s
a
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
S
N: 2
2
5
2
-
88
22
I
J
ERE
Vol.
7, No.
3
, Se
pt
e
m
b
e
r
2018
: 194
– 202
19
6
ba
l
a
nce
d
d
is
t
r
ibu
t
io
n
a
c
ross
t
h
e
l
e
ve
ls.
In
t
erm
s
o
f
the
i
r
gr
ad
e
poi
nt
a
vera
g
e
s,
a
h
i
g
h
ma
j
o
ri
ty
o
f
the
p
r
e-
se
r
v
ice
teac
her
s
h
a
v
e
2.
5
0
o
r
hi
g
h
er
g
r
a
de
poi
n
t
a
ve
r
a
ge
s.
2.
2.
D
a
ta
Co
l
lection I
n
s
tr
u
m
ents
I
n
t
he
p
r
e
sen
t
s
t
u
dy,
the
Cr
i
t
ic
al
T
h
ink
i
ng
D
i
s
posi
t
i
o
n S
c
al
e
d
e
ve
l
ope
d
by
A
k
b
ı
y
ık
[
1
9
]
an
d
t
h
e
M
e
d
i
a L
ite
ra
c
y
Sca
l
e
de
ve
lo
pe
d
by
K
a
r
a
ta
ş
[
2
0]
w
er
e
use
d
a
s
da
ta
c
o
l
l
e
c
tio
n
i
n
str
u
m
e
nt
s.
F
u
r
ther
mor
e
,
a
pe
r
s
o
n
al i
nf
or
m
a
t
i
o
n
f
or
m
to
e
li
c
it per
s
o
n
a
l
inf
or
m
a
t
i
on a
b
o
u
t
ge
nd
er,
grade le
ve
l an
d
a
c
a
d
em
i
c
a
ch
ie
vem
e
n
t
was u
s
ed
.
C
r
it
ic
al
t
h
ink
i
ng di
sp
os
it
ion sc
ale
The
C
r
i
t
ica
l
T
hin
k
i
n
g
D
i
s
p
o
s
i
t
i
o
n
S
c
a
l
e
de
ve
l
ope
d
b
y
A
k
b
ıy
ık
[
1
9
]
i
s
a
sc
al
e
u
s
ed
t
o
i
d
ent
i
f
y
th
e
c
r
itic
al
t
hi
n
k
i
n
g
le
ve
l
of
a
p
erson.
T
he
C
ri
t
i
ca
l
T
h
in
k
i
n
g
Di
sp
os
iti
on
S
c
ale
i
s
a
f
ive-
po
int
Li
kert
s
c
a
l
e
.
I
t
co
ns
i
s
t
s
o
f
a
si
ngl
e
di
me
n
s
i
o
n
h
a
v
i
ng
1
5
po
si
ti
v
e
a
nd
15
n
e
g
a
t
i
ve
item
s
,
a
t
o
ta
l
o
f
3
0
i
t
em
s.
T
he
i
nt
e
r
nal
c
o
n
s
is
te
ncy
co
e
f
f
i
cie
n
t
o
f
t
he
o
r
i
gina
l
sca
l
e
i
s
.
87;
i
n
the
c
u
r
r
e
nt
s
t
u
d
y
i
t
w
a
s
f
o
u
n
d
t
o
be
.
89.
Med
i
a li
ter
a
cy
sca
l
e
The
Me
d
i
a
L
i
t
e
r
acy
S
c
a
le
d
e
v
el
o
p
ed
b
y
Ka
rata
ş
[2
0]
i
s
a
sca
l
e
p
rov
e
d
to
b
e
re
li
a
b
l
e
a
n
d
v
alid
t
o
de
t
e
rm
ine
the
me
dia
lite
rac
y
o
f
a
pe
rs
on.
T
he
s
c
a
l
e
is
a
f
i
v
e-
p
o
i
nt
L
i
k
e
r
t
sc
al
e
con
s
i
s
tin
g
of
1
7
it
ems.
I
t
h
a
s
t
h
ree
f
a
c
t
o
r
s;
h
av
i
n
g
kno
wl
edg
e
(
7
i
t
e
ms),
b
e
i
ng
a
bl
e
to
a
na
l
y
z
e
(
6
item
s
)
and
be
ing
a
b
l
e
t
o
j
u
dge
(
4
i
t
e
m
s)
.
T
h
e
int
e
rn
al
c
on
si
st
e
n
cy
c
o
e
ffi
c
i
ent
of
t
h
e
o
ri
gi
n
a
l
sc
a
l
e
was
f
oun
d t
o
b
e
.
72 f
o
r
t
h
e d
ub-
di
m
e
nsi
o
n
of
h
a
v
i
n
g
kn
ow
le
d
g
e
,
.
72
f
o
r
the
s
ub-
dime
nsi
o
n
of
b
ei
n
g
a
b
l
e
t
o
a
nal
y
ze
,
.6
8
f
o
r
t
h
e
sub
-
di
men
s
i
o
n
of
b
ei
ng
ab
l
e
t
o
ju
d
g
e
0.
68
a
n
d
.
84
f
o
r
t
h
e
w
h
ole
sc
a
l
e.
I
n
t
h
is
s
tud
y
,
it
w
a
s
f
ou
nd
to
b
e
.
8
6
for
the
s
ub-
d
i
me
nsio
n
of
h
a
v
i
n
g
kn
ow
le
d
g
e
,
.
82
f
o
r
the
s
ub-
dime
nsi
o
n
of
b
ei
n
g
a
b
l
e
t
o
a
nal
y
ze
,
.7
7
f
o
r
t
h
e
sub
-
di
men
s
i
o
n
of
b
ei
ng
ab
l
e
t
o
ju
d
g
e
and .
92 f
o
r
the
who
l
e sc
ale.
2.
3.
D
a
ta Col
lec
t
io
n
The
da
t
a
w
er
e
gat
h
er
ed
by
t
h
e
re
se
ar
cher
s
go
i
ng
to
t
he
c
lasses
in
t
he
D
epa
r
tme
n
t
of
C
la
ssr
oom
Te
ache
r
E
d
u
c
a
tio
n
i
n
J
ul
y
2
0
1
8
a
f
t
e
r
h
a
v
i
ng
ta
ken
t
h
e
r
e
qu
ir
e
d
per
m
is
si
ons.
The
par
t
ic
ipa
t
i
o
n
w
a
s
on
a
vo
l
u
n
t
eer
b
a
s
is.
After
t
h
e
c
o
l
l
ec
t
i
on
o
f
t
h
e
sca
l
e
s
,
t
h
e
un
com
p
le
te
d
or
e
r
r
oneo
u
s
l
y
c
o
mple
t
e
d
sc
ale
s
w
er
e
di
sca
r
ded
an
d
a
tota
l
o
f
3
0
3
s
ca
les
w
e
r
e
e
nter
ed
i
n
t
o
t
h
e
da
t
a
base.
2.
4.
Da
t
a
A
na
l
y
s
i
s
Ther
e
a
r
e
t
w
o
differ
e
n
t
sca
l
e
s
t
hat
wer
e
u
s
e
d
in
t
h
e
p
re
sent
s
t
udy.
F
i
r
st,
t
h
e
r
e
l
i
ab
i
lit
y
coe
f
fic
i
e
n
ts
fo
r
t
h
e
sc
a
l
e
s
w
e
r
e
ca
l
c
u
l
at
ed
.
T
h
e
n
,
th
e
mea
n
a
n
d
st
a
n
d
a
rd
d
ev
iat
i
o
n
va
lue
s
f
or
t
he
s
ca
l
e
s
a
n
d
th
eir
sub-
dim
e
n
s
i
ons
w
e
r
e
f
o
un
d.
B
üy
ü
köz
tür
k
[
2
1
]
s
t
a
t
es
t
hat
w
h
e
n
t
he
n
u
m
b
er
o
f
sub-
gr
ou
ps
i
s
15
o
r
m
o
r
e
,
t
h
e
use
of
p
ar
am
etr
i
c
sta
t
i
s
t
i
cs
d
oes
no
t
l
e
a
d
t
o
s
i
g
n
if
ic
a
n
t
de
via
t
i
o
n
i
n
t
h
e
s
i
gn
i
f
ica
n
ce
lev
e
l.
Y
e
t
,
i
n
o
r
d
er
t
o
de
t
e
rm
ine
wh
ether
t
h
e
scor
es
t
ake
n
f
r
o
m
the
sca
l
e
s
e
x
h
i
b
it
a
n
o
r
m
al
d
istr
ibu
t
io
n
o
r
not,
K
u
r
t
osi
s
a
nd
skew
ness
c
oef
f
i
c
ie
n
t
s
w
e
r
e
c
a
l
cu
la
te
d.
K
ur
to
sis
a
n
d
s
k
ew
ne
ss
v
a
l
u
es
i
n
t
h
e
r
a
nge
o
f
+
1
a
nd
-
1
s
how
t
h
a
t
th
e
d
i
st
ribu
tio
n
is
n
o
r
mal
.
T
h
e
s
ke
wn
es
s
c
o
e
f
f
i
c
i
ent
f
o
r
th
e
scores
o
f
the
cri
t
i
c
a
l
th
ink
i
ng
d
ispo
si
t
i
o
n
s
c
o
r
e
s
was
f
o
und
to
b
e
.
1
77
a
nd
the
K
u
r
t
os
i
s
c
o
e
f
f
i
c
i
e
n
t
w
a
s
f
o
u
nd
t
o
b
e
-
.7
75;
t
h
e
s
k
e
wn
e
s
s
co
eff
i
ci
en
t
f
o
r
t
h
e
me
d
i
a
li
ter
a
cy
s
c
o
r
e
s
w
a
s
f
o
u
nd
to
b
e
-
.
491
an
d
t
h
e
K
u
r
t
os
is
c
oe
ff
ici
e
n
t
w
a
s
fo
un
d
t
o
b
e
.
9
3
9
.
These
val
u
es
s
how
tha
t
t
he
d
ist
r
i
b
ut
i
on
i
s
nor
m
a
l
.
In
o
r
d
er
t
o
i
d
ent
i
fy
t
he
p
re
-ser
v
i
c
e
clas
sro
o
m
t
e
ac
he
rs’
cr
i
t
ic
a
l
t
h
i
nk
i
n
g
d
i
sp
os
i
t
i
o
n
and
m
e
d
i
a
li
tera
cy,
descr
i
pt
i
v
e
ana
l
yses
w
ere
used.
In
t
h
i
s
rega
rd,
th
e
s
tates
of
t
h
e
p
ar
t
i
ci
pa
nt
s
a
r
e
def
i
ne
d
as
f
oll
o
w
s
de
pe
n
d
i
ng
o
n
t
he
ir
s
cor
e
s
ta
ke
n
f
r
o
m
the
sc
ales
:
1-
2.
3
3
“
low
”
,
2
.
34-
3.
67
“
m
e
d
ium
”
,
3.
68-
5.
0
0
“
high”
.
I
n
or
d
e
r
t
o
d
e
t
e
r
m
i
ne
w
he
ther
t
he
p
ar
t
i
c
i
pan
t
s
’
l
eve
l
o
f
me
di
a
l
i
t
er
acy
v
ar
i
e
s
si
gn
if
ica
n
tl
y
de
pe
n
d
i
n
g
o
n
g
en
der
,
t-te
st;
o
n
e
of
t
h
e
p
ar
am
etric
a
n
a
l
yses,
w
a
s
u
s
e
d
a
nd
t
o
de
te
rm
i
ne
w
het
h
er
it
va
r
i
e
s
s
i
g
ni
f
i
cant
l
y
d
e
p
e
n
di
ng
o
n
gr
ade
leve
l,
v
a
r
iance
a
n
al
ys
i
s
w
as
u
se
d.
I
n
o
r
de
r
to
d
e
t
e
r
m
i
ne
t
h
e
s
o
urc
e
o
f
d
i
f
f
er
ence
,
Dun
n
e
t
t
C,
o
ne
o
f
t
h
e
P
o
st
-
H
oc
a
na
l
y
s
i
s
tec
h
n
i
q
u
e
s
,
w
a
s
used.
Mor
e
ov
e
r
,
r
e
gr
e
s
sio
n
a
n
a
l
ys
i
s
w
a
s
r
un
to
d
eter
m
i
ne
t
he
e
ff
ec
t
o
f
c
r
itic
al t
h
i
n
k
in
g
disp
os
iti
on o
n
m
e
d
ia l
itera
c
y
.
The
fin
d
i
n
g
s
o
f t
h
e
a
n
aly
s
es a
re
p
rese
n
t
ed b
el
o
w
.
3.
FINDINGS
The
r
e
s
u
l
t
s
o
f
t
he
a
nal
y
se
s
o
b
ta
i
n
ed
f
or
t
he
s
u
b
-
p
r
o
b
l
em
s
of
t
h
e
st
ud
y
det
e
rmi
n
ed
a
re
p
r
e
se
nt
e
d
i
n
t
a
bl
es
a
nd
t
h
e
n i
n
t
e
r
p
ret
e
d
.
The
fi
n
d
in
gs
r
elate
d
t
o
t
h
e
p
r
e-
se
rvice
c
l
a
s
sr
oom
t
eac
hers
’
cri
t
i
c
a
l
t
h
i
nki
ng
d
i
s
p
o
s
it
ion
a
n
d
me
di
a
li
tera
cy le
v
e
l
s
are
pr
esented
in
T
ab
le
2
a
nd
Tab
l
e
3.
As
c
a
n
b
e
see
n
i
n
Ta
b
l
e
2,
t
he
p
re-se
r
vice
te
ache
r
s’
c
ri
t
i
c
a
l
t
h
i
nk
i
n
g
d
i
s
pos
i
tio
n
a
n
d
m
e
dia
li
ter
a
c
y
m
e
a
n
s
ar
e
=3.
60”
a
nd
“
=
3.
79,
r
e
s
pect
i
v
el
y.
T
he
p
r
e
-
s
ervice
c
las
sroom
t
e
a
c
h
e
rs’
c
r
i
t
i
c
a
l
t
hin
k
i
ng
di
sp
os
i
t
i
on
wa
s
fo
un
d to be “
m
edium
”
, m
e
dia liter
a
c
y
le
v
e
l
was
f
o
un
d
t
o
be
“
h
i
g
h”
.
Mor
e
over
,
w
hen
t
h
e
pr
e
-
x
x
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Inve
stig
a
tio
n
o
f
the E
ffec
t
o
f
Pre-
Service
Classr
oom
T
e
ach
e
rs’
Critic
a
l
Think
i
ng
… (Ö
zk
an
Çel
i
k
)
19
7
service
c
l
a
s
sr
o
o
m
teac
hers’
me
dia
l
i
t
era
c
y
w
a
s
e
x
am
i
n
e
d
i
n
ter
m
s
of
i
ts
s
ub-d
i
m
e
ns
ions,
i
t
w
a
s
f
o
u
n
d
t
ha
t
“
h
a
v
i
ng
kn
ow
l
e
dge”
an
d “
b
ei
ng a
b
le
t
o j
u
d
g
e”
are hig
h
a
n
d
“
b
e
i
n
g
ab
le
t
o
ana
l
yz
e”
is
m
edi
u
m.
A
s
it
can
b
e
se
en
i
n
Tab
l
e
3,
t
he
c
ri
tica
l
t
h
i
nk
ing
dis
p
osit
i
o
n
o
f
1
54
pr
e-ser
v
i
c
e
tea
c
h
er
s
is
m
e
d
ium
a
n
d
t
h
e
crit
i
c
a
l
t
hi
nki
n
g
di
sp
osi
t
i
on
o
f
149
p
re
-serv
i
c
e
t
e
a
c
h
e
rs
i
s
hi
gh
.
Th
e
med
i
a
l
i
t
e
ra
c
y
l
ev
el
o
f
1
96
p
r
e-
service
tea
c
h
er
s is hi
gh,
t
ha
t
o
f
10
2
p
re-
s
e
r
vi
ce
tea
chers
is
m
e
d
ium
an
d th
at
o
f 5
pre-
se
rv
ice
teac
hers
i
s
l
o
w
.
Tab
l
e 2.
D
e
s
cri
p
t
i
ve
sta
tis
tics
conce
r
ni
n
g
the
pr
e
-se
r
vice
clas
sroom
tea
cher
s’
c
rit
i
c
a
l t
h
ink
i
n
g
d
is
pos
iti
o
n
and
me
di
a
l
itera
cy
l
eve
l
s
N
ss
Le
ve
l
C
r
iti
c
a
l
t
hinking
dispositi
on
3
0
3
3.
60
.
48
Me
diu
m
Me
di
a
l
i
t
e
r
a
cy
3
03
3
.
7
9
.
57
H
i
gh
Hav
i
ng k
now
le
dg
e
3
0
3
3.
94
.
59
H
i
gh
Be
i
n
g
abl
e
to analy
z
e
3
0
3
3.
67
.
67
Me
diu
m
Be
ing able
to j
u
d
g
e
3
0
3
3.
72
.
66
H
i
gh
Tab
l
e
3.
D
istr
ibu
t
io
n o
f
t
he
p
re
-servic
e
c
lassroom
t
eac
hers
acc
ord
i
n
g
t
o th
eir
critica
l
t
hi
n
k
i
ng
di
sp
os
it
io
n
and
me
di
a
l
itera
cy
l
eve
l
s
L
o
w
Me
diu
m
H
igh
T
o
ta
l
n
%
n
%
n
%
n
%
C
r
i
t
i
c
a
l
thinki
ng di
sposition
-
0
154
50.8
1
4
9
49.2
303
100
Me
d
i
a
lite
r
a
c
y
5
1
.7
102
33.7
1
9
6
64.7
303
100
Th
e
fi
ndi
ng
s
sh
o
w
i
n
g
wh
eth
e
r
t
h
e
p
r
e
-
s
e
rv
i
c
e
t
e
ach
e
r
s
’
c
ri
t
i
cal
t
hi
nkin
g
d
i
s
po
si
ti
o
n
a
n
d
me
d
i
a
lite
rac
y
l
e
v
e
l
v
a
r
y sig
n
i
f
ican
t
l
y
de
p
e
n
din
g
o
n gen
d
e
r
a
re
p
rese
nt
ed
in
Tabl
e 4
.
Tab
l
e
4
.
T-
t
e
s
t
resul
t
s co
nc
ern
i
n
g
t
he
p
re-
s
ervice
c
la
ssr
oom
te
ache
r
s’
c
ritic
al th
i
nk
in
g
dispo
s
i
tio
n
an
d m
e
dia
l
i
ter
acy
s
c
o
re
s
in re
l
a
tio
n
t
o
t
h
e
ge
n
de
r
v
a
ria
b
le
G
roups
N
S
S
d
t
p
d
C
r
iti
c
a
l
t
hinking
dispositi
on
F
e
m
a
l
e
s
214
3
.
6
4
.
46
301
2.
25
.
02
.
41
M
a
l
e
s
8
9
3
.5
0
.5
1
Me
di
a
lit
e
r
ac
y le
v
e
l
F
e
m
a
l
e
s
214
3
.
7
8
.
54
301
-.
85
.
39
-
M
a
l
e
s
8
9
3
.8
4
.6
5
The
t-te
st
r
e
s
u
l
ts
p
r
e
sen
t
ed
i
n
Ta
b
l
e
4
re
l
a
te
d
t
o
t
he
p
re-
s
e
r
v
ice
c
l
a
s
sr
o
o
m
t
eac
hers’
c
r
itica
l
t
h
i
nk
ing
di
sp
os
it
ion
sc
or
es
i
n
r
e
la
t
i
o
n
t
o
t
h
e
ge
nd
e
r
v
ar
i
a
b
l
e
are
exam
i
ne
d,
it
is
s
e
e
n
t
ha
t
the
cr
itic
a
l
t
hi
n
k
in
g
di
sp
os
it
ion
m
ean
s
cor
e
s
of
t
h
e
f
em
ale
and
m
a
le
p
re
-servic
e
t
eac
hers
a
r
e
=
3,6
4
a
nd
=
3
,50,
r
e
s
pect
i
v
el
y
.
The
t
-
t
e
s
t
r
esu
l
t
s
h
a
v
e
re
ve
al
ed
t
ha
t
the
cr
it
ica
l
t
hin
k
i
n
g
m
ea
n
sc
o
r
es
o
f
th
e
f
e
ma
l
e
a
n
d
m
al
e
st
ud
en
ts
v
ary
sign
ifica
n
tl
y
b
y
g
e
n
der
i
n
f
a
vor
o
f
t
h
e
fe
ma
le
s
tu
de
n
t
s
[t
(
301)
=
2,2
5
;
p
<
.
0
5].
O
n
t
he
o
t
h
er
h
a
n
d
,
it
has
be
e
n
re
v
e
a
l
ed
t
h
a
t
t
h
e
di
ff
ere
n
ce
b
et
we
en
t
h
e
m
e
d
i
a
l
i
t
e
racy
m
e
a
n
sc
ore
s
o
f
t
h
e
fem
a
le
a
nd
m
a
le
s
tude
nts
i
s
n
o
t
st
a
t
i
s
ti
c
a
l
l
y
si
gn
ifi
c
ant
[t
(
301)
=
-,85;
p
>
.05].
Thus,
it
c
a
n
b
e
ar
gue
d
t
h
a
t
w
h
i
le
t
he
p
r
e
-se
r
vic
e
t
e
a
c
her
s
’
crit
ica
l
th
ink
i
ng
d
i
sp
osi
tio
n
varies
s
ig
n
i
fica
n
t
l
y
d
e
p
e
n
d
i
n
g
on
g
e
nder
,
the
i
r
me
dia
l
i
t
era
c
y
leve
l
s
do
no
t
var
y
sign
ifica
n
tl
y
d
e
pen
d
i
n
g
o
n ge
nder.
Th
e
fi
ndi
ng
s
sh
o
w
i
n
g
wh
eth
e
r
th
e
p
r
e-se
rv
i
c
e
cl
as
sro
o
m
t
e
ac
h
e
rs
’
c
r
it
ical
t
h
i
nk
i
n
g
d
i
sp
os
i
tio
n
varie
s
s
ig
ni
fi
ca
ntl
y
d
epe
n
d
i
n
g
on the
gra
d
e l
e
ve
l var
i
a
b
l
e
a
re
presented in Table 5.
Tabl
e 5
.
Resul
ts o
f On
e W
a
y
ANOVA co
n
d
u
c
t
e
d
to
d
e
t
ermi
n
e
wh
e
t
h
e
r the
pre
-
servic
e tea
c
he
rs’ c
r
itic
al
th
i
n
k
i
ng
d
i
s
p
os
iti
on va
r
i
es si
g
ni
fican
t
l
y de
pe
nd
ing
o
n
gra
de
le
vel
,
an
d
V
a
l
u
e
s
A
N
OVA
R
es
u
l
ts
Gr
o
u
p
Var
.
K
.
d
Di
f
f
e
r
e
n
ce
D
unne
t
C
T
e
s
t
1
st
G
ra
d
e
7
8
3.
65
.
48
Be
twee
n
G
r
oups
6.
84
3
2
.
2
8
10.
69
.
00
.
09
1
st
g
r
a
d
e
>
2
nd
gra
d
e
3
rd
g
rad
e
>
2
nd
g
r
a
d
e
3
rd
g
r
a
d
e
>4
th
g
r
a
d
e
2
nd
G
r
a
d
e
8
4
3.
41
.
46
Wit
h
in
G
r
oups
63.
74
299
.
21
3
r
d
G
ra
d
e
8
5
3.
80
.
42
T
o
ta
l
70.
58
302
4
th
G
r
a
d
e
5
6
3.
54
.
47
As
c
an
b
e
see
n
i
n
Ta
b
l
e
5,
t
he
p
re
-service
c
la
ssro
om
t
ea
cher
s’
score
s
f
or
t
he
i
r
c
ri
t
i
ca
l
t
h
i
n
k
i
ng
di
sp
os
it
ion
va
ry
s
i
g
n
i
fi
c
a
n
tly
d
epe
n
d
i
ng
o
n
gra
d
e
leve
l
[F
(2
99)
=
10.6
9
,
p<
.
0
0,
d
=
.
09].
I
n
o
rder
t
o
de
t
e
rm
ine
x
x
x
x
f
x
s
s
N
x
s
s
KT
Sd
KO
F
p
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
S
N: 2
2
5
2
-
88
22
I
J
ERE
Vol.
7, No.
3
, Se
pt
e
m
b
e
r
2018
: 194
– 202
19
8
the
s
o
urce
o
f
t
h
e
d
i
ffe
r
enc
e
,
Dun
n
et C
t
es
t
wa
s
run.
T
he
d
iffer
e
n
ce
wa
s
fou
n
d
t
o
be
b
et
wee
n
1
st
a
n
d
2
nd
g
r
a
d
e
leve
ls
i
n
fa
v
o
r
of
1
st
g
r
a
de le
v
el,
be
tw
e
e
n
3
rd
g
r
a
d
e
a
n
d
2
nd
g
r
a
d
e
l
e
v
e
l
s
in
f
a
v
o
r
o
f
3
rd
a
n
d
be
tw
ee
n
3
rd
a
n
d
4
th
gr
ade
l
e
vels
i
n
f
a
v
o
r
of
3
rd
g
rad
e
lev
el.
The
r
e
s
u
l
t
s
o
f
t
he
a
na
l
y
sis
c
o
nd
uc
ted
to
r
e
v
e
a
l
w
h
e
t
he
r
t
h
e
pr
e
-service
c
l
a
ssro
o
m
teac
h
e
rs’
m
e
dia
l
i
t
e
rac
y
l
ev
e
l
va
r
i
e
s si
gn
i
f
i
cant
l
y
d
ep
e
ndin
g
o
n
g
r
ad
e l
e
v
e
l
a
r
e
give
n
i
n
T
a
b
le
6
.
Ta
b
l
e
6.
Resu
lts
o
f
O
n
e
Way
A
N
O
V
A
c
ond
ucte
d
to
d
e
t
er
m
i
ne
w
het
h
e
r
the pr
e-se
rvice
teac
hers’
me
di
a
li
tera
cy
v
a
r
ies
si
gn
ifica
n
t
l
y
d
e
p
en
d
i
n
g
o
n gra
d
e
l
e
ve
l
,
a
n
d
V
a
l
u
e
s
ANO
VA
R
e
s
u
lts
Group
Va
r.
K
.
d
D
i
f
f
er
en
c
e
1
st
G
ra
d
e
7
8
3.
77
.
60
B
e
tw
een
G
r
oups
5.
72
3
1
.
9
0
5.
96
.
00
.
05
3
rd
g
r
a
d
e
>
2
n
d
g
r
a
d
e
2
n
d
G
ra
d
e
8
4
3.
61
.
57
Wi
thin
G
r
oups
95.
61
299
.
32
3
rd
G
r
a
d
e
8
5
3.
98
.
49
T
o
ta
l
101.
33
302
4
th
G
r
a
d
e
5
6
3.
81
.
59
As
c
an
b
e
s
een
i
n
T
a
bl
e
6
,
t
h
e
p
re-se
r
v
i
c
e
c
l
a
s
s
ro
o
m
t
e
ach
ers’
scor
es
f
o
r
t
he
ir
m
edia
liter
a
c
y
v
a
r
y
sig
n
i
f
i
c
an
tly
d
e
p
e
ndi
ng
on
g
r
a
d
e
l
ev
el
[
F
(2
99)
=
5.
9
6
,
p
<
.
0
0,
d
=
.
0
5]
.
I
n
o
r
d
er
t
o
de
ter
m
ine
t
h
e
sour
ce
o
f
t
h
i
s
di
ff
er
e
n
ce,
D
unne
t
C
t
e
s
t
w
a
s
c
o
n
d
u
c
t
e
d
.
Thi
s
d
if
fe
r
e
n
c
e
w
a
s
fo
u
n
d
t
o
b
e
b
e
t
w
e
e
n
3
rd
a
nd
2
nd
g
r
a
d
e
l
e
v
e
l
s
i
n
favo
r
o
f
3
rd
g
rad
e
lev
el.
P
e
ar
son
Cor
r
el
ati
o
n
Coe
f
f
i
c
i
e
n
t
ana
l
ysi
s
c
on
duc
t
e
d
to
r
eve
a
l
t
h
e
co
rrel
a
t
i
o
n
b
e
t
w
e
e
n
th
e
p
r
e-se
rv
i
ce
c
l
a
ssro
o
m
teac
hers’
critica
l
t
hin
k
i
n
g
d
is
posi
t
i
o
n
score
s an
d
me
dia
l
iter
a
cy
s
c
o
r
e
s
ar
e
give
n
in
T
a
b
le
7
.
T
a
b
l
e
7.
P
ear
son
Cor
r
e
l
a
t
i
o
n
C
oef
f
ic
ie
nt
T
e
s
t
r
e
sul
t
s
r
e
l
a
te
d
t
o
th
e rel
a
tion
ship
b
etween
th
e
p
re-serv
i
ce
cla
s
sr
oom
t
e
ache
r
s’
c
ritica
l
t
h
i
n
k
i
n
g
d
ispos
i
t
i
o
n
a
n
d
m
edia
li
t
e
r
ac
y
le
ve
l
Va
ri
a
b
l
e
s
Critica
l
thinkin
g
dispositio
n
Me
dia
lite
r
a
cy
H
a
v
i
ng
k
now
le
dg
e
Be
ing able
to
analy
z
e
Be
i
ng ab
l
e
to judge
Critica
l
thinking disposi
tion
-
.
38
**
.
4
3
**
.
2
7
**
.
3
4
**
Me
dia
l
i
te
ra
cy
-
.
9
2
**
.
9
0
**
.
8
7
**
H
a
v
i
ng
k
n
o
w
l
e
dge
-
.
7
1
**
.
7
4
**
Be
ing able
to a
naly
z
e
-
.
7
0
**
Be
i
n
g abl
e to judge
-
n=
303
, *
*
p
<
.
01
Cor
r
elat
io
n a
n
aly
s
i
s
i
s u
s
ed t
o d
e
term
ine a
n
d i
n
terpr
e
t t
h
e
rel
at
io
ns
hips
b
etwee
n
two va
r
iab
l
es. If t
h
e
c
o
r
r
e
l
a
ti
on
c
oe
ff
icie
n
t
v
a
l
ue
i
s
0.
7
0
-
1
.
0
0,
i
t
i
s
c
o
n
si
der
e
d
t
o
b
e
“
h
ig
h”,
if
i
t
is
0
.
70-
0.
30,
t
hen
it
is
c
onside
r
e
d
to
b
e
“
m
edi
u
m
”
a
nd
i
f
i
t
is
0
.
30-
0.
00
t
h
en
i
t
is
c
ons
i
d
er
e
d
t
o
be
“
low
”
[
21
]
.
A
s
ca
n
be
s
een
i
n
Ta
b
l
e
7,
t
her
e
i
s
a
p
ositi
v
e
a
nd
s
i
gni
fi
can
t
co
rrel
a
ti
on
b
et
we
en
t
h
e
i
r
c
ri
ti
ca
l
th
ink
i
ng dis
pos
i
tio
n
a
nd
m
e
dia
l
i
t
e
r
ac
y
a
n
d
s
ub-
dim
e
n
s
i
ons
o
f
m
e
dia
l
i
t
e
r
ac
y
(
p
<.
0
1
)
.
T
he c
or
r
e
l
a
tio
n
be
tw
ee
n c
r
itica
l
t
h
i
nk
i
ng d
i
s
posi
t
i
on a
n
d me
dia l
itera
c
y
was
f
oun
d
t
o
b
e
po
si
ti
v
e
a
nd
m
e
d
iu
m
(r=
.3
8
)
.
Th
e
co
rr
e
l
a
t
ion
b
e
tw
ee
n
cr
i
t
ica
l
t
h
i
nk
i
n
g
d
i
sp
os
i
tio
n
a
n
d
the
m
e
dia
l
iter
a
c
y
’
s
s
u
b
-
d
i
m
e
n
s
i
o
n
s
o
f
“
hav
i
ng
know
l
e
d
g
e
(
r
=
.
43)
”
a
n
d
“
b
ei
ng
a
ble
t
o
j
u
d
g
e
(
r
=
.
34)
”
is
p
osit
i
v
e
a
nd
m
e
d
i
um.
Th
e
r
e
is
a
s
i
g
nif
i
c
a
n
t
a
nd low
c
o
r
r
e
lat
i
o
n
w
i
t
h
the
othe
r
s
u
b
-dim
en
si
o
n
o
f m
e
dia li
tera
cy “
bein
g
ab
l
e
to
an
aly
z
e” (r=
27
)”
.
The
r
e
sul
t
s
of
t
he
r
egr
e
ssio
n
ana
l
y
s
is
c
o
n
duc
te
d
to
d
ete
r
mine
t
h
e
e
x
t
e
n
t
t
o
w
h
i
c
h
t
h
e
p
r
e
-
s
e
r
v
i
c
e
c
l
a
ssro
o
m
teac
hers’
critica
l
t
hin
k
i
n
g
d
is
posi
t
i
o
n
pre
dic
t
s
th
e
i
r
m
e
dia
liter
acy
a
r
e
give
n
i
n
Table
8.
Ta
ble
8.
T
he
e
xte
n
t
to
w
h
i
c
h
t
he
p
r
e
-
s
e
r
vic
e
classr
oom
t
ea
che
r
s
’
c
r
iti
c
a
l
t
hi
n
k
in
g
disp
os
i
t
i
o
n
pr
ed
ict
s
t
h
e
ir
m
e
dia
liter
acy
R
R
2
F
B
Sd
B
et
a
t
p
C
r
it
i
c
al
thi
nki
ng
d
is
po
si
ti
o
n
.
3
8
.
1
5
5
3
.
37
.
4
6
.
0
6
.
3
8
7
.
3
0
.
00
*
As
c
an be
s
e
en
in Ta
b
l
e 8, as a
r
e
sult
o
f the
s
i
mple
line
a
r re
g
r
e
ssi
o
n
a
na
ly
sis
c
o
nd
uc
ted
t
o
d
eter
m
i
ne
the
e
x
ten
t
t
o
whic
h
t
h
e
pr
e
-
ser
v
i
c
e
classr
oom
t
ea
c
h
ers’
c
r
i
tica
l
thi
n
k
i
ng
d
i
sp
osi
t
i
o
n
pr
edic
ts
t
he
i
r
m
edia
f
x
s
s
N
x
s
s
K
T
Sd
KO
F
p
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Inve
stig
a
tio
n
o
f
the E
ffec
t
o
f
Pre-
Service
Classr
oom
T
e
ach
e
rs’
Critic
a
l
Think
i
ng
… (Ö
zk
an
Çel
i
k
)
19
9
lite
rac
y
,
a
corr
elat
i
o
n
w
a
s
fo
un
d
be
t
w
ee
n
c
r
it
i
c
al
t
hin
k
i
n
g
di
s
pos
it
ion
a
n
d
m
e
dia
l
i
t
e
r
ac
y
(R
=
.3
8,
R
2
=
.1
5
)
.
C
r
itica
l
t
h
i
nk
in
g
d
i
spos
i
tio
n
w
a
s
fou
n
d
t
o
b
e
a
s
ig
ni
fic
a
n
t
pre
d
i
c
t
or
o
f
me
di
a
li
tera
cy
(
F
(1-302
)
=
53.3
7
,
p<
.
0
5
)
.
C
r
itica
l
t
hi
n
k
in
g
d
i
s
p
osit
io
n
e
x
p
l
a
i
n
s
15%
o
f
t
h
e
sc
ore
s
o
b
t
a
i
n
e
d
f
o
r
m
e
d
i
a
l
i
t
e
r
a
c
y
.
T
h
e
s
i
g
n
i
f
i
c
a
n
c
e
t
e
s
t
o
f
the
princ
i
pa
l
p
r
ed
ict
o
r
va
ria
b
le
c
oeffic
i
e
n
t
(B=
.46)
i
n
t
h
e
re
gr
ession
equa
t
i
o
n
a
l
s
o
re
veale
d
t
ha
t
crit
ical
th
ink
i
ng d
i
s
p
osit
i
on i
s
a
s
i
g
n
i
fica
n
t
p
re
dic
t
or
(p< .
01).
4.
DISC
USSION
,
RESULTS AND
S
U
GG
ES
TIONS
A
s
a
r
e
s
ul
t
of
t
he
c
urre
n
t
s
t
u
d
y
,
t
h
e
pr
e-se
rvi
ce
cla
s
sro
o
m
te
a
c
h
ers’
c
r
i
tica
l
t
h
i
nk
in
g
d
i
s
p
os
iti
on
w
a
s
fo
u
nd
to
b
e
m
e
di
um
.
Tho
u
g
h
m
e
dium
l
e
v
e
l
o
f
cr
it
ica
l
t
h
i
n
k
i
n
g
d
i
spo
s
i
t
i
on
s
e
e
m
s
t
o
b
e
g
ood
,
it
m
i
ght
b
e
n
o
t
e
n
oug
h
fo
r
t
h
e
c
l
a
ssroo
m
t
each
e
r
s
of
f
ut
u
r
e.
W
h
e
n
th
e
rele
v
a
nt
l
i
t
e
ra
ture
i
s
e
x
am
ine
d
,
i
t
i
s
se
e
n
t
ha
t
tho
u
g
h
mo
st
o
f
th
e
st
ud
i
e
s
ha
v
e
r
e
p
o
r
t
e
d
th
at
p
re
-ser
v
i
c
e
c
l
a
ssroo
m
t
e
ac
he
rs’ crit
ic
al th
i
nk
ing
le
vel
s
a
re n
o
t
a
d
e
qua
te
[2
2,
23,
2
4,
2
5
,
9
,
26,
27],
th
er
e
are
som
e
o
ther
s
tu
d
i
es
r
epor
ti
n
g
t
ha
t
pre
-
servic
e
class
r
oom
t
e
ache
r
s’
c
ritic
a
l
th
ink
i
ng
l
e
v
e
l
s
a
r
e
go
o
d
o
r
hi
gh
[
28,
29,
3
0,
31,
32,
33,
3
4
,
3
5,
3
6,
3
7,
3
8,
3
9,
40]
a
nd
s
om
e
o
t
her
s
r
e
por
ted
tha
t
t
he
ir
c
ritic
al th
i
nk
ing
lev
e
ls a
re
v
ery
low
[41,
24,
42,
4
3, 44,
45].
The
c
u
rre
nt
s
tu
dy
a
lso
fo
un
d
t
h
at
t
he
p
r
e
-se
r
vice
c
la
ssr
oom
t
ea
c
h
ers’
m
ed
ia
l
it
e
r
ac
y
l
e
ve
ls
a
re
h
ig
h.
More
ove
r,
w
h
e
n
the
su
b-
di
m
e
nsi
ons
o
f
m
e
dia
l
i
ter
acy
w
ere
exa
m
in
ed,
i
t
w
as
f
ou
nd
t
h
a
t
t
he
p
r
e
-ser
vi
c
e
teac
hers
h
a
v
e
hi
g
h
l
e
v
e
l
s
of
“
havi
ng
k
now
l
e
dge
”
a
n
d
“
b
e
i
ng
a
b
le
t
o
j
u
dge
”
a
n
d
med
i
um
l
ev
el
o
f
“b
e
i
n
g
abl
e
to
a
na
lyz
e
”
.
T
hese fi
n
din
g
s se
em
t
o be
pr
o
m
i
sing for t
h
e pr
e-se
rvice tea
c
h
ers to be a
b
l
e
to ma
ke use
of
m
e
d
i
a
elem
en
ts in
the
i
r
da
ily
l
i
v
es a
nd
e
d
u
ca
t
i
o
n
a
l
a
nd
i
ns
t
r
uc
t
i
o
n
a
l
a
c
t
i
v
it
i
e
s
b
eca
u
s
e
a
s
t
h
e
t
eac
h
e
rs
o
f
f
u
tu
re
,
t
h
ey
w
ill
be a
ble
to
i
m
p
art
this s
ki
l
l
t
o t
h
e
i
r pr
osp
e
cti
v
e st
u
d
en
ts
.
The
pr
e-se
rvic
e
classro
o
m
t
e
ac
hers’
cr
i
tica
l
t
hi
nki
n
g
disp
os
iti
on
w
a
s
f
ou
nd
t
o
b
e
v
a
r
y
i
ng
sign
ifica
n
tl
y
b
y
g
en
de
r
i
n
f
avor
o
f
t
h
e
fe
ma
l
e
p
re
-service
t
eac
hers.
S
a
r
aca
loğ
l
u
a
n
d
Y
ılm
az
[
46]
a
l
s
o
in
ves
tiga
t
e
d
t
h
e
r
e
l
a
tio
nsh
i
p
be
t
w
ee
n
t
h
e
pre-
se
rvice
c
l
a
ssr
oom
t
ea
cher
s’
c
riti
c
a
l
t
h
i
n
k
i
ng
dis
p
osit
i
o
n
a
n
d
th
e
g
e
nd
e
r
v
ari
a
ble
a
n
d
fo
und
a
s
ig
ni
fi
c
a
nt
d
i
f
f
e
re
n
c
e
in
f
av
o
r
t
h
e
f
e
m
a
l
e
pr
e-ser
v
i
c
e
t
eac
hers.
Thu
s
,
th
eir
fi
n
d
in
g
c
onc
ur
s
w
i
t
h
t
he
f
i
n
di
n
g
o
f
the
c
u
rre
nt
s
tu
d
y
.
M
o
reo
v
er
,
they
f
o
u
nd
t
h
e
effe
ct
s
ize
o
f
t
he
g
e
nde
r
varia
b
l
e
t
o
be
m
e
d
i
u
m
.
A
y
a
n
d
A
k
gö
l
[47]
,
i
n
t
heir
s
t
udy
e
nt
i
t
l
ed
“
C
r
i
t
i
c
a
l
T
hi
nk
i
ng
Power
a
n
d
Gen
d
er,
Ag
e
a
n
d
Gra
d
e
Leve
l
”
,
f
oun
d
th
a
t
t
he
s
t
u
d
e
nt
s’
c
ri
ti
ca
l
thi
nki
ng
p
o
w
e
r
varies
s
i
g
n
i
f
i
c
a
n
tl
y
by
g
e
n
d
er
i
n
fa
vor
o
f
t
h
e
f
e
ma
l
e
s
tud
e
nt
s
.
F
e
m
a
l
e
stu
d
e
nt
s
’
h
a
v
i
n
g
hig
h
er
c
o
r
es
i
s
a
f
i
nd
i
n
g
para
llel
t
o
t
he
f
i
n
din
g
s
rep
o
r
t
e
d
b
y
ma
ny ot
her
studie
s
[
2
7
,
44,
48,
49,
50,
51,
52,
53, 53,
54,
55,
56].
Th
e
p
r
e-se
rv
i
ce
c
l
a
ssro
o
m
t
e
a
c
h
e
r
s
’
m
ed
i
a
l
it
era
c
y
wa
s
fo
un
d
t
o
b
e
no
t
vary
in
g
sign
ific
a
n
t
l
y
depe
n
d
i
n
g on
gen
d
er
.
Whe
n
t
he
p
re-
s
e
r
vice
c
las
s
ro
om
t
ea
c
h
er
s’
c
r
i
t
i
ca
l
t
h
in
k
i
ng
d
isp
os
i
tio
n
w
a
s
e
x
am
ine
d
i
n
re
l
a
tio
n
t
o
the g
r
ade
le
ve
l
varia
b
le
,
si
gn
i
f
ica
n
t
d
i
ffe
r
en
c
e
s
w
e
re
f
oun
d
be
tw
ee
n
1
st
g
r
a
d
e
a
n
d
2
nd
g
r
a
de
s
tu
de
n
t
s,
b
e
t
w
e
en
3
rd
g
r
a
d
e
a
n
d
2
nd
g
ra
de
s
tu
de
n
t
s
an
d
be
tw
een
3
rd
g
r
a
d
e
a
n
d
4
th
g
rade
s
tu
de
nt
s.
M
or
eo
ver
,
t
he
e
ffe
c
t
s
ize
of
t
h
e
grade
le
ve
l
variab
le
w
as
f
o
u
nd
to
b
e
l
o
w
.
A
lt
hou
g
h
i
n
ma
ny
s
t
u
d
ies
[47,
41,
58,
53,
5
9
,
60,
61,
62]
it
w
a
s
f
oun
d
th
a
t
w
it
h
in
cre
a
si
n
g
g
rad
e
l
e
v
e
l
,
th
e
l
e
v
e
l
of
c
riti
ca
l
t
hi
n
k
in
g is a
ls
o incr
eas
in
g, i
n t
h
e c
u
rre
nt
s
t
udy a
n
d
in
s
om
e
o
t
her
st
ud
i
e
s
[
5
2
,
3
2
]
,
the
e
x
a
c
t
oppos
i
t
e
w
a
s
fou
n
d
t
o
b
e
t
r
ue
;
w
i
t
h
i
n
c
rea
s
in
g
gra
d
e
le
ve
l,
t
he
l
e
v
e
l
of
c
ri
tica
l
t
h
i
n
k
i
ng
is
d
ec
rea
s
ing.
I
n
an
ot
h
e
r
stud
y,
t
he
p
re-s
e
r
vice
te
a
c
he
rs’
cr
i
tica
l
t
h
i
nk
ing
sc
ore
s
w
er
e
fo
u
nd
to
b
e
n
o
t
vary
in
g
dep
e
nd
ing
o
n
g
ra
de
l
e
v
e
l
.
This
s
e
e
m
s
t
o
c
omp
l
y
w
i
th
t
h
e
f
in
din
g
s
o
f
t
h
e
st
udy
c
o
ndu
c
t
ed
b
y
Eki
n
ci
a
nd
A
yb
ek
[
63
]
to
i
nve
sti
g
at
e
th
e
e
m
p
h
a
ti
c
a
n
d
cri
t
ic
al
t
h
i
n
k
i
n
g
d
i
spo
s
it
io
n
of
6
71
pre-
se
rv
i
c
e t
e
ach
e
r
s.
Whe
n
t
h
e
c
orr
e
lat
i
on
be
t
w
e
e
n
t
h
e
pre
-
servi
c
e
classro
o
m
t
e
a
c
he
rs
’
me
di
a
liter
acy
a
nd
g
ra
de
l
e
v
e
l
w
a
s
exa
m
ine
d
,
it
w
a
s
fo
un
d
tha
t
t
here
i
s
a
si
gni
fic
a
n
t
d
i
ffere
n
ce
be
tw
e
e
n
the
3
rd
g
rade
a
nd
2
nd
g
r
a
de
s
t
ude
n
t
s
in f
a
v
or of
the
3
rd
gra
de
s
t
ude
nt
s.
M
oreo
ver
, effec
t
siz
e
o
f t
h
e gr
ade
le
vel
va
ria
ble
w
a
s fo
un
d t
o
be
low
.
A
pos
iti
ve,
s
i
g
n
i
f
ic
an
t
a
n
d
l
o
w
cor
r
elat
io
n
w
a
s
fo
u
nd
be
tw
e
e
n
t
he
p
re
-service
c
l
a
ssr
o
o
m
t
e
ache
r
s’
crit
ica
l
t
h
i
nk
i
n
g
d
i
sp
os
i
t
i
o
n
and
me
d
i
a
liter
a
cy
l
e
v
el
a
nd
th
e
sub-
dim
e
n
s
i
ons
o
f
m
e
dia
lite
rac
y
.
Mor
e
over
,
c
r
i
t
i
c
al
t
hi
nki
ng
d
i
s
po
si
t
i
o
n
w
a
s
f
oun
d
to
b
e
a
si
g
n
if
i
c
a
n
t
p
r
e
di
cto
r
o
f
me
di
a
lit
e
r
ac
y
.
C
rit
i
c
a
l
t
hi
nki
ng
di
sp
os
it
ion
w
a
s
fou
n
d
t
o
be
e
xp
la
in
ing
1
5
%
o
f
t
h
e
t
o
t
a
l
var
i
a
n
c
e
in
m
e
d
ia
l
ite
rac
y
.
T
h
is
s
eem
s
t
o
c
om
p
l
y
w
ith
t
he
r
e
s
ul
t
s
o
f
the
s
t
ud
y
c
a
rr
i
e
d
o
u
t
b
y
S
e
m
erc
i
a
nd
S
e
m
e
rc
i
[
6
4
]
t
o
d
e
t
e
rmi
n
e
th
e
ef
f
ect
o
f
th
e
cri
t
i
c
a
l
lite
rac
y
o
f
tea
c
h
er
can
di
da
tes
on
t
he
ir
m
e
d
i
a
l
i
t
era
c
y.
I
n
t
h
i
s
r
e
s
p
e
c
t
,
i
t
c
a
n
b
e
a
r
g
u
e
d
t
h
a
t
i
n
o
r
d
e
r
t
o
b
e
a
b
l
e
to
f
os
t
e
r
m
e
d
i
a
l
ite
rac
y
o
f
s
t
u
d
e
n
ts,
first
t
h
e
i
r
cr
it
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t
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pr
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se
rvi
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n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
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3,
S
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20
18 :
1
9
4
– 202
20
0
c
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w
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he
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how
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ki
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g
i
n
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l
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e
i
r
m
ed
i
a
lit
era
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y
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C
o
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ing
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x
per
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n
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l
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ed
t
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tri
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uti
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s
t
o t
h
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lite
rat
u
re
.
REFE
RENCES
[1]
S
.
A
rsl
a
n
t
aş
a
nd
A
.
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u
rnaz,
A
,
“
K
on
u
başlığ
ın
d
a
‘
el
eşt
i
rel
dü
şü
n
m
e’
k
av
ram
ı
g
eçen,
YÖK
v
eri
t
a
banı
na
k
ayı
t
l
ı
yü
ks
ek lis
a
n
s
ve d
ok
tora
t
ezleri
n
in f
arklı değ
i
şk
en
l
e
re gö
r
e sı
n
ı
fland
ı
rılm
ası
”
I
S
C
AT
20
15
S
a
karya
–Tu
r
key
,
2
0
15.
[2]
J
.
D
r
e
n
n
a
n
,
“
C
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
a
s
a
n
o
u
t
c
o
m
e
o
f
m
a
s
t
e
r
'
s
d
e
g
r
e
e
i
n
nu
rs
in
g
program
m
e”,
J
o
urna
l of Ad
v
a
nc
ed
Nur
s
ing
,
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6
(
2),
422
-43
1
,
201
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[3]
R
.
P
au
l
and
L.
E
l
d
er
,
“T
he m
i
ni
a
t
ure g
u
id
e
t
o
cr
iti
ca
l
t
h
i
n
ki
ng
co
ncept
s
an
d to
o
l
s
,
”
D
ill
on
Beach
:
F
oun
datio
n
f
o
r
Critical
T
hink
ing
P
r
es
s,
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[4]
D.F.
H
alpern,
“
T
hought knowle
dge: An i
n
trodu
c
t
i
on to cri
tical
thi
n
k
i
ng,
”
L
on
d
o
n:
L
aw
rence
Erl
b
aum
A
s
so
ciate
s
.
(5t
h
P
res
s
),
2013
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[5]
R.H.
E
nnis,
“
G
o
a
ls
for critical thinki
ng
curr
i
c
ul
u
m
.
”
A
.
Co
sta
(ed),
De
ve
lop
i
n
g
mind
s:
A
s
ou
rc
e
b
o
o
k
for
te
a
c
hing
think
i
ng
.
V
i
rg
i
n
ia:
Association
For Super
v
ision
A
n
d Curri
cu
lum
Dev
e
lo
pm
en
t
,
pp.
54-5
7
,
1
9
89.
[6]
J.E. M
cP
eck,
“C
ritical thi
n
k
i
ng a
n
d educati
on,”
En
g
l
a
n
d
O
xfo
r
d:
M
arti
n
Ro
bens
o
n
,
1
981
.
[7]
J.R.
E
sh
le
m
a
n a
n
d R.
Bul
lc
ro
ft,
“
T
h
e
fa
m
i
ly
,
”
1
2th e
d
it
io
n,
NJ:
Pr
e
ntic
e
Ha
ll
,
2
0
09
.
[8]
M
.
N
.
G
ö
m
l
e
ksi
z
a
nd
B
.
D
u
m
a
n
,
“
Med
y
a
ok
ury
azarlığ
ı
d
e
rs
i
k
azanım
l
a
rın
ı
n
g
e
rçekl
e
ş
m
e
düzey
in
e
i
l
i
ş
kin
ö
ğ
ren
c
i
ve
o
kul
y
ö
n
et
ic
il
erin
in
g
örüşl
e
ri,
”
T
u
rkis
h Studies
-Inter
nati
onal
P
e
ri
odical
for t
h
e L
a
n
gua
ge
s
,
Lit
e
ra
ture and
His
t
o
r
y
o
f
Tu
rk
i
s
h or
Tu
rk
ic
,
8
(9),
p
p.
2
65
-27
8
,
201
3.
[9]
S
.
M.
Ö
zd
emir,
“
Ü
niv
e
rsit
e
öğ
rencil
erin
in
e
l
e
ştirel
d
üş
ün
m
e
b
ec
e
ri
leri
nin
çeşi
t
li
değ
i
şkenl
e
r
açısı
nd
a
n
değ
e
rlend
i
ri
lm
es
i
,
”
Türk
E
ğ
it
i
m
B
i
lim
l
e
ri
Derg
i
s
i,
3(3),
pp.
1
-17,
2
005.
[10]
B.
A
rs
lan
-
Cansever,
“
T
urk
i
sh
t
each
er
c
and
i
dat
e
s’
p
ercepti
on
s
o
f
t
h
e
“
m
e
di
a
li
terate
i
ndiv
i
d
u
a
l
”
thro
ugh
m
e
taph
ors
,
”
Inte
rnational
Journa
l
of Sc
ie
ntific Research
in Education,
6
(2),
p
p.2
0
4
-
21
3, 2
01
3.
[11]
H.
A
rs
l
a
n,
“
Eleş
tirel
m
edy
a
oku
ryazarl
ı
ğı
k
ap
sam
ı
n
d
a
ço
cuk
o
d
ak
lı
haber
v
e
p
ro
gram
lar
ü
z
e
r
i
n
e
b
i
r
değ
e
rlend
i
rm
e,”
Ad
na
n
Me
nd
e
r
e
s
Üniv
e
r
s
ite
si
So
sy
a
l
B
ili
mle
r
En
stitü
s
ü
De
rg
isi
,
1
(2),
p
p.
7
1
-
79,
2014
.
[12]
A.A.
K
u
r
t
an
d
D
.
K
ü
r
üm
,
“M
edy
a
o
k
u
ryaz
arl
ı
ğ
ı
v
e
el
eş
t
i
rel
düş
ün
m
e
a
ra
sınd
a
k
i
i
l
i
ş
k
i
:
Ka
vra
m
sa
l
b
i
r
ba
k
ı
ş,
”
Mehmet
Aki
f
Ers
o
y Ünivers
i
tes
i
Sosyal
Bi
limler E
n
stitüsü Dergisi
,
2
(
2),
p
p
.
2
0
-
34
,
20
10
.
[13]
E.
T
homan
and
T
.
J
o
lls,
“
L
iter
a
cy for
t
h
e 21
st cent
u
r
y
an
o
vervi
ew
&
o
r
i
e
nta
t
i
o
n
g
u
id
e
to med
i
a li
ter
a
c
y
e
d
uc
a
t
io
n,”
Center f
o
r
Media
Literacy,
200
3
[14]
A.
N
al
çacı,
E.
M
aral
a
nd
İ
.
F
.
Ş
a
h
i
n,
“
S
o
s
y
al
b
i
l
g
iler
öğ
retm
en
aday
ları
nın
eleştirel
d
ü
ş
ün
me
i
l
e
m
ed
ya
okuryaz
a
rl
ıkları arasındaki
i
l
i
ş
ki,
”
Do
ğ
u Co
ğ
ra
fy
a
De
r
g
is
i,
2
1(36),
p
p.
1
-
12,
2
017.
[15]
B.
A
yb
e
k
a
n
d
R
.
Demi
r,
“
Lise
öğren
cil
e
rini
n
medya
v
e
t
e
lev
i
zyo
n
o
k
u
r
y
azarlık
d
üzeyl
e
ri
ile
e
leşt
irel
d
ü
ş
ü
n
m
e
eği
l
i
m
lerinin
inc
e
lenmesi
,
”
Çukurova Üniversi
t
e
s
i
Sosya
l Bilimler
Ens
t
itüsü Dergisi,
2
2
(2
),
ss.2
8
7
-
30
4, 2
01
3.
[16]
M
.
F
euers
t
ein,
“
M
e
di
a
li
teracy
i
n
s
u
p
p
o
r
t
of
c
riti
cal
t
hinki
ng
,
”
J
o
urn
a
l
of Ed
uc
a
t
io
na
l Me
d
i
a
,
2
4
(1),
pp
.
4
3
-
54
,
1
9
99.
[17]
M
.
K
.
K
aram
an,
“
Ö
ğ
r
etm
e
n
a
d
ay
l
a
rının
m
e
d
y
a
oku
ryazarl
ı
k
dü
zey
ler
i
ve
e
leştirel
d
ü
ş
ü
n
m
e
e
ğ
ilim
l
eri
üzeri
n
e
b
i
r
araşt
ı
rm
a
,
”
Gü
m
ü
ş
hane Üniversitesi
İ
leti
ş
im
Fa
kü
lt
esi
El
ektr
onik D
e
rg
isi
,
4(1
),
p
p
.
3
26
-35
0
, 2
01
6.
[18]
N. Karasar,
“
Bi
lim
sel
ar
a
ş
t
ı
rma yö
ntem
i
”,
A
nk
ara: N
ob
e
l
Y
ayı
n
Dağı
t
ım,
20
10.
[19]
C.
A
kbıyık,
“E
leşt
irel
d
üşün
me
e
ğilimleri
v
e
akademi
k
b
aşarı
,
”
Y
a
yı
m
l
anm
a
mış
Y
ü
k
s
ek
L
i
s
ans
T
ezi,
Hacett
e
pe
Ünive
r
sit
e
s
i
S
osyal
Bi
limler Enstitüsü,
Ankara,
2
0
02.
[20]
A.
K
arat
aş,
“
Ö
ğ
r
et
m
e
n
ad
ayl
a
rını
n
m
e
dya
o
k
u
ry
aza
rl
ık
d
üzeyl
e
ri”
,
Yay
ı
mlan
mamı
ş
Yü
ks
ek
L
is
ans
Tezi
,
Af
yon
Kocatepe
Üni
v
ersi
t
e
si
S
o
s
yal B
ilimler
E
n
st
i
t
ü
s
ü,
A
f
y
on
,
2008.
[21]
Ş
.
B
üy
ük
öz
t
ü
rk
, “
V
e
r
i
an
a
l
iz
i e
l
k
i
t
a
b
ı
”,
An
kara:
P
e
gem
Y
a
yın
c
ılık
,
2
010
.
[22]
F.
A
l
i
ustaoğlu
a
nd
A
.
Tuna,
A,
“
Öğret
m
en
a
daylarının
e
l
e
ş
t
ire
l
dü
şü
nm
e
eğ
ilim
l
e
rini
n
in
celenmes
i
(
Kas
t
a
m
onu
Ünive
r
sit
e
s
i
Örneği
)
,”
INES
J
o
ur
na
l
,
2(4
)
,
p
p
.
13
1
-
14
2,
201
5.
[23]
T.
A
rg
on
and
Ç.
S
el
vi,
“
Ö
ğretmen
ad
ay
ları
nı
n
el
eştirel
d
ü
ş
ü
n
m
e
eğilimler
i
v
e
çatı
ş
m
a
yöne
t
i
m
stil
l
e
ri
,
”
WJ
EI
S,
1
(
1), p
p.
93
-
10
0
, 2
01
1
[24]
Ü.
A
kar,
“
Öğretm
en
a
d
a
y
l
arı
n
ı
n
b
ilim
sel
sü
reç
beceril
eri
v
e
e
le
ştirel
d
ü
ş
ünm
e
beceri
dü
zey
leri
a
rasın
d
ak
i
ili
ş
ki,”
Yay
ı
mlan
m
a
mış
Yük
s
ek
Li
s
an
s T
ezi, A
f
y
o
n
K
ocat
epe Ü
n
iv
ersite
s
i
S
o
s
y
a
l
Bi
limler
E
n
s
t
i
t
ü
s
ü
,
2
007
[25]
M
.
G
üv
en
a
n
d
D
.
Kü
rü
m
,
D
,
“Öğret
m
e
n
ad
ayların
ı
n
öğ
renm
e
s
t
i
l
l
e
r
i
ile
e
leşt
ire
l
d
üşünme
e
ğil
i
m
l
eri
arasındaki
ilişk
i
,”
İ
lkö
ğ
re
t
i
m
On
lin
e
,
7
(1),
p
p. 53
-
70
,
20
08
.
[26]
D.
T
uf
an,
“Öğret
m
e
n
ad
ayl
a
rını
n
eleştirel
d
ü
ş
ü
n
m
e
b
ece
ril
e
ri:
O
rt
a
Do
ğu
T
ek
ni
k
Üni
v
ers
i
tesi
y
ab
ancı
d
i
l
öğretmenliği
örneği”, Y
ayım
lanmamı
ş
y
ük
sek
lisan
s t
ezi, Orta D
o
ğu
Te
k
nik
Ün
i
v
e
r
site
s
i
S
o
s
y
a
l
Bili
mle
r
E
ns
ti
tüs
ü
,
An
kara,
2
00
8.
[27]
K.
Z
ayif
,
“
Ö
ğre
t
m
e
n
ad
ayl
a
rı
n
ı
n
eleş
ti
rel
dü
şünm
e
eğ
ilim
l
e
r
i,”
Yay
ı
mlan
m
a
m
ı
ş
y
üks
ek
l
i
s
an
s
tezi
.
Abant
İzze
t
Bays
al Ü
n
i
v
e
rsites
i S
o
sy
al Bil
iml
e
r
Enstit
üs
ü
,
B
olu
,
2
008
.
[28]
E.G.
C
engi
z
,
“
Üni
v
ersite
ö
ğre
n
ci
lerine
y
önel
ik
e
leştirel
d
ü
ş
ü
n
m
e
etkinl
i
k
ler
i
ni
n
eleştire
l
d
ü
ş
ünme
e
ğilimi
ve
beceri
l
eri
açıs
ı
ndan
değ
e
rlen
dirilm
esi,”
Yay
ı
n
l
anm
a
mış
y
ü
k
s
ek
l
isan
s
tezi
,
A
nkara
Ü
niv
e
rsi
t
esi
E
ğ
i
t
im
B
il
iml
e
ri
Ens
t
i
t
üsü
,
A
n
k
a
r
a
,
2
00
4.
[29]
A.
Ç
e
t
i
n
,
“
S
ı
n
ıf
ö
ğre
t
m
e
n
i
a
day
l
arın
ın
e
l
e
ştirel
d
üş
ün
m
e
gücü,
”
Y
ayıml
a
n
m
amış
y
üksek
l
is
ans
t
ezi,
U
l
ud
ağ
Ünive
r
sit
e
s
i
S
osyal
Bi
limler Enstitüsü, Bur
sa, 20
0
8.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Inve
stig
a
tio
n
o
f
the E
ffec
t
o
f
Pre-
Service
Classr
oom
T
e
ach
e
rs’
Critic
a
l
Think
i
ng
… (Ö
zk
an
Çel
i
k
)
20
1
[30]
H.
H
a
m
u
r
cu,
G
.
A
k
a
mca
and
Y.
G
ü
n
ay
,
“
F
en
b
ilgisi
ve
s
ınıf
ö
ğ
r
et
menliği
anabi
l
im
d
alı
öğ
ren
c
il
erinin
e
leşt
i
r
el
dü
şü
nm
eye y
ö
n
e
li
k
g
ö
rü
ş
l
eri,”
On
do
k
u
z May
ı
s
Ü
n
iver
sit
e
si
E
ğ
i
t
i
m
F
a
k
ü
lt
e
s
i
De
r
g
is
i,
2
0,
pp.
12-25,
2
0
0
5
.
[31]
Ç.
A
l
d
an-K
aradem
ir,
“Öğ
r
etm
e
n
ad
ayl
a
rı
nı
n
so
rgu
l
am
a
ve
e
leşt
ire
l
d
ü
ş
ünme
bece
ri
leri
ni
n
öğre
t
m
e
n
öz
y
e
t
erlik
dü
zeyi
n
e
et
ki
s
i
,”
Y
ay
ıml
a
nm
a
m
ış
d
ok
t
o
ra
t
e
z
i
,
A
d
n
an
M
e
n
d
e
res
Ün
iv
e
r
si
te
s
i
S
o
s
y
a
l
B
i
l
i
m
le
r
E
n
s
t
i
t
ü
s
ü
,
Ay
dı
n,
2
01
3.
[32]
B
.
K
o
ç
a
k
,
Y
.
K
u
r
t
l
u
,
H
.
U
l
a
ş
a
n
d
C
.
E
p
ç
a
ç
a
n
,
“
S
ı
n
ı
f
ö
ğ
r
e
t
m
e
n
i
a
d
a
yl
arın
ın
e
leş
t
i
r
el
düş
ü
n
m
e
d
üzeyl
e
ri
v
e
ok
um
aya
yön
elik
t
u
t
u
m
l
a
rı
a
rasınd
aki
iliş
k
i
,
”
Ek
ev A
k
ademi
Dergisi
,
1
9
(
61),
p
p
. 2
11
-228
,
2
01
5.
[33]
S.L.
K
ong,
“
Cr
i
t
i
cal
t
h
i
nking
d
isposition
s
o
f
pr
e-
s
e
rvi
ce
teach
ers
in
S
ingapore:
A
prelim
inary
investigat
ion.
A
AR
E
An
nu
al Conf
erence,
F
rem
a
n
t
l
e
,
20
01
.
[34]
Ü. Ş
en, “
A
n ev
alu
a
ti
on abou
t Turk
is
h t
eacher c
an
did
a
tes
’
crit
ica
l t
h
i
n
king
a
ttitude’
s
in terms
o
f
d
i
fference variable,”
J
o
urna
l
o
f
Wo
rld
of
Turk
s
,
1
(2
),
p
p.
6
9-8
9
,
200
9.
[35]
D.
Ş
ah
hü
seyi
noğl
u,
“
Eleş
t
i
r
el
d
ü
ş
ü
n
m
e
v
e
eğ
it
sel
oyu
nl
ar:
İng
i
l
iz
d
ili
aday
ö
ğretmen
l
erinin
g
örüşl
e
ri
,”
H
a
cett
e
pe
Üniversit
e
s
i
E
ğ
itim Fakültes
i
Dergi
s
i
,
3
2,
p
p.
2
6
6
-27
3
,
20
07.
[36]
E.
T
ok
,
“
D
ü
ş
ün
m
e
b
eceril
eri
eği
t
im
p
ro
gramın
ın
o
k
u
l
ön
cesi
ö
ğ
re
tme
n
a
da
y
l
a
r
ın
ın
e
le
ş
t
i
r
e
l
,
y
a
r
a
t
ı
c
ı
d
ü
ş
ü
n
me
v
e
pro
b
l
e
m
çö
zme
b
eceri
l
eri
n
e
etk
i
s
i
nin
i
n
celen
m
e
si,”
Y
ay
ımlan
m
amı
ş
d
oktora
t
e
z
i
,
M
a
rm
ara
Ü
n
i
v
ersitesi
E
ğ
i
tim
Bilim
l
eri
En
st
it
ü
s
ü,
İ
stan
bul,
2008.
[37]
I.J.
Q
u
i
ta
d
a
mo
,
“Cri
tic
a
l
t
hink
in
g
higg
e
r
e
d
u
c
a
t
i
o
n
:
T
h
e
i
n
f
lu
e
nce
of
t
eachi
n
g
sty
l
es
a
n
d
p
eer
c
ol
labo
rati
on
o
n
sci
e
nce
an
d
m
a
th
l
earn
i
n
g
,
”
U
npub
lish
e
d
d
o
cto
r
o
f
philo
sap
h
y
th
esi
s
, W
a
sh
in
g
t
on
State
Un
i
v
ers
i
ty, 2
00
2.
[38]
H.İ.
Y
ıl
dırım
,
“
Eleşti
rel
dü
şünmeye
d
a
y
a
lı
f
e
n
eği
t
im
in
i
n
ö
ğ
r
en
m
e
ü
rün
l
eri
n
e
etki
si
,”
Y
ayı
n
l
a
nm
amış
d
ok
to
ra
t
e
z
i
,
Gazi
Ünive
rsi
t
es
i
Eği
tim B
i
l
im
l
e
ri Enstitüsü,
Ank
a
ra,
2009.
[39]
Ö.
S.
Y
ılm
az,
“
Eleşti
r
el
d
üş
ünm
e
tutu
mu
nu
etkil
e
yen
f
a
kt
örl
e
r:
S
ı
n
ıf
ö
ğ
r
etm
e
n
i
a
d
a
yl
a
r
ı
ü
zerine
bi
r
çalı
ş
m
a
,”
Yay
ı
mlan
m
a
mış
do
kto
r
a tezi
, A
d
n
a
n
M
e
nd
eres
Ü
ni
versitesi
S
osy
a
l
B
ilimler Enstitüs
ü, Aydın, 2012.
[40]
C.
Y
old
a
ş,
“
Çev
r
e
b
ilim
i
d
ersi
n
i
n
sı
n
ı
f
öğretm
e
n
i
a
d
a
yl
arının
e
l
e
ştirel
d
ü
ş
ün
me
b
ecerileri
,
eriş
il
eri
ve
t
ut
u
m
ları
na
etkisi,”
Yay
ı
n
l
a
n
m
amış d
ok
t
o
ra
t
ezi, Do
k
u
z
E
y
l
ü
l
Üniv
e
rsi
t
esi E
ğit
i
m
Bili
m
l
eri
E
n
s
t
i
t
üsü
,
İ
zmir,
2009.
[41]
S
.
A
ç
ı
ş
l
ı
,
S
,
(
2
0
1
6
)
.
“
S
ı
n
ı
f
ö
ğ
r
e
t
m
e
n
i
a
d
a
y
l
a
r
ı
n
ı
n
ö
ğ
r
e
n
m
e
s
t
i
l
ler
i
i
le
e
leştirel
d
üşünme
e
ğil
i
mlerinin
i
ncel
enmesi,
”
İ
lkö
ğ
ret
i
m
Onli
n
e
,
15(1
)
,
p
p
.
273-28
5,
201
6.
[42]
S
.
A
lk
ın
-
Ş
a
h
in
,
N
.
T
u
n
c
a
a
n
d
Ö.
U
lu
be
y
,
“
Öğ
r
e
tm
e
n
a
d
a
yl
a
r
ı
n
ı
n
e
ği
ti
m
i
n
an
çla
r
ı
ile
el
eş
t
i
re
l
düşün
m
e
e
ğiliml
eri
arası
ndak
i
ili
şki,”
İ
lkö
ğ
retim
Onli
ne,
1
3(4
)
,
pp.
147
3-1
492
,
2
01
4.
[43]
H.
G
ü
l
v
e
ren,
“
Eğ
itim
f
ak
ültes
i
ö
ğ
r
e
n
cil
e
rinin
eleş
ti
rel
düşünm
e
b
ecerileri
v
e
b
u
b
eceri
l
eri
etk
i
l
e
yen
eleş
ti
rel
dü
şü
nm
e
f
a
k
t
ö
r
leri,
”
Y
ay
ınlan
m
amı
ş
d
o
k
t
o
ra
t
ezi,
Do
ku
z
E
y
l
ü
l
Ün
iversit
e
si
E
ğ
i
t
i
m
Biliml
e
r
i
E
ns
titüsü,
İzm
i
r,
2007.
[44]
D.
K
ürüm
,
“Öğ
r
etm
e
n
ad
ayl
a
rını
n
el
eştirel
d
üş
ün
m
e
gücü
,
”
Yay
ı
n
l
anm
a
mı
ş
y
üks
ek
lis
an
s
tezi,
Anad
o
l
u
Ünive
r
sit
e
s
i
E
ğitim B
i
l
imleri
Enstitüsü,
Esk
i
şehir,
2002.
[45]
E.
Ş
enş
e
kerci
and
H
.
K
artal
,
“
Öğ
ret
m
en
a
daylarının
e
leşt
i
r
el
d
ü
şü
nm
e
eğ
il
iml
e
ri
,”
E-J
o
urna
l of
N
e
w Wor
ld
Sci
e
nces Acad
emy,
5(3),
p
p
.
8
3
9
-8
57
,
2
010
.
[46]
S
.
S
aracal
oğl
u
and
S
.
Y
ılm
az,
“
Ö
ğ
retm
en
a
d
a
yları
n
ı
n
e
l
e
ş
t
irel
d
üşün
me
t
u
t
u
m
la
rı
i
le
d
e
n
e
t
i
m
o
da
kla
r
ın
ın
in
celenm
e
s
i
,”
İ
lkö
ğ
ret
i
m
Onli
ne,
1
0
(
2), p
p.
46
8
-4
78
, 20
1
1
.
[47]
Ş.
A
y
a
n
d
H.
A
kg
öl,
“
Ele
şt
ir
e
l
d
üşün
me
g
üc
ü
il
e
c
i
nsiy
e
t
,
y
a
ş
v
e
sı
nıf
d
ü
zey
i,”
Kuram
s
al E
ğ
iti
m Bil
i
m
,
1
(2
),
p
p.
6
5
-7
5, 2
00
8.
[48]
R
.
A
r
s
l
a
n
,
H
.
G
ü
l
v
e
r
e
n
a
n
d
E
.
A
.
A
y
d
ı
n
,
“
R
e
s
e
a
r
c
h
o
n
c
r
i
t
i
c
a
l
t
h
in
kin
g
t
end
e
nci
e
s
an
d
f
act
ors
that
a
ff
ect
c
ri
ti
cal
think
i
ng
o
f h
i
gh
e
r
e
du
c
a
t
io
n s
t
u
d
e
n
ts,”
Inter
natio
na
l Jo
-ur
nal of
B
u
sines
s
and
M
ana
gem
e
nt,
9
(
5)
, pp
.
4
3-
59
, 2
01
4.
[49]
B. A
ybek, “
K
onu ve be
ceri
tem
e
lli
eleş
t
i
re
l
düşünm
e öğret
i
m
i
nin
öğ
r
etm
e
n aday
ların
ı
n
eleş
ti
rel
düşü
n
m
e
eğ
ilim
i
v
e
dü
zeyi
n
e
et
kisi,
”
Y
ay
ım
lanm
am
ış
dokto
r
a
tezi,
Ç
u
kuro
v
a
Ü
n
i
v
ersi
t
e
si
S
o
s
y
a
l
Bi
li
m
l
er
E
nsti
t
ü
s
ü
,
Ad
ana,
2
00
6.
[50]
S
.
Ç
ek
iç,
“
M
at
e
m
atik
ö
ğretm
e
n
l
i
ğ
i
lisan
s
ö
ğ
ren
c
i
l
eri
n
i
n
e
l
e
ş
t
ir
el
d
ü
ş
ün
m
e
g
ü
c
ü d
ü
zey
leri
nin
b
azı
d
eği
ş
ken
l
ere
g
ö
r
e
in
celenm
e
s
i
,”
Y
ayı
n
l
a
nm
amış y
ü
k
s
e
k lis
ans tezi, Do
ku
z Ey
lül Ü
n
i
versitesi
S
osy
a
l Bi
lim
l
er E
nstit
ü
sü,
İzmir,
2
00
7.
[51]
Z.
Ç
e
tin
kay
a
,
“Tü
r
kçe
ö
ğ
ret
m
e
n
a
d
a
y
l
arı
n
ı
n
e
leşti
r
el
düş
ünm
eye
i
l
i
ş
k
i
n
görü
ş
l
e
rinin
belirlenm
esi,
”
Ahi E
v
r
a
n
Üniversit
e
s
i
E
ğ
itim Fakül
t
es
i
Dergi
s
i
,
1
2
(3),
p
p
.
93-10
8,
2
0
11.
[52]
P
.
A
.
F
acion
e,
C
.
Gian
carlo,
N
.
F
aci
on
e
and
J.
G
ain
e
n,
“
T
h
e
disp
osit
io
n
t
o
ward
c
ritical
t
hi
nkin
g
,
”
Jo
ur
na
l of
Ge
ne
ra
l Ed
u
c
at
io
n,
4
4 (1
), p
p
. 1-
2
5, 1
99
5.
[53]
D.L.
G
ilst
r
ap
a
n
d
J
.A
.
D
u
p
r
ee,
“
Regres
si
on
m
o
d
el
o
f
p
r
edi
c
tor
v
ari
a
bl
es
o
n
critical
r
ef
lecti
o
n
i
n
t
he
c
las
s
roo
m
:
Int
e
grati
o
n
of
t
he
c
rit
i
cal
i
n
c
ident
q
u
estio
nn
aire
a
nd
th
e
f
r
a
m
ewo
r
k
f
o
r
re
flecti
v
e
th
in
k
i
ng,
”
The
J
o
urna
l
o
f
Ac
ad
e
m
ic
L
i
bra
r
ia
nsh
i
p
,
3
4(6
)
,
p
p
.
4
69
-4
81
, 2
00
8.
[54]
D.
K
ök
de
mir
,
“
Be
lirsiz
lik
d
u
r
u
m
la
r
ı
nd
a
ka
ra
r
ve
rm
e
v
e
p
rob
l
e
m
ç
özm
e
,”
Y
ayım
lanm
am
ı
ş
d
o
k
t
o
ra
t
ezi,
An
kara
Ünive
r
sit
e
s
i
S
osyal
Bi
limler Enstitüsü,
Ankara,
2
0
03.
[55]
G.
O
cak
,
E.
E
ym
ir
a
nd
İ.
O
cak,
“
Ö
ğretm
e
n
ad
a
y
l
a
rın
ı
n
eleştirel
d
ü
şü
nm
e
eğilim
l
erini
n
çeşitli
d
e
ği
şken
ler
a
ç
ı
s
ı
n
d
a
n
in
celenm
e
s
i
,”
Erzincan Üniver
s
itesi
E
ğ
i
tim Fakültesi Derg
i
s
i
,
18
(
1
),
p
p.
63
-
9
1
,
20
16
.
[56]
Z.
Ö
z
s
o
y
-
Gü
ne
ş,
Ç
.
Çıng
ıl-Ba
rış
a
n
d
F.G.
K
ırb
a
şl
a
r
, “F
e
n
bi
lg
is
i ö
ğ
ret
m
en ad
a
yl
arını
n
ma
t
em
ati
k
oku
ryazarlı
ğı
öz-
yet
e
rlik
d
üzeyle
ri
i
l
e
e
leşt
i
r
el
düşünme
e
ğiliml
e
ri
a
rası
ndaki
ilişk
i
l
e
r
i
n
i
n
celenmesi,”
Hasan
Ali Yücel E
ğ
it
i
m
Fakültesi Derg
i
s
i
,
1
9(1),
p
p
.
4
7-64
,
2
01
3.
[57]
R.
R
ud
d,
M
.
Ba
k
e
r
a
n
d
T.
H
oo
ve
r,
“
U
nderg
radu
ate
ag
ricu
ltu
re
l
ea
rning
st
y
l
e
and
cri
t
i
cal
t
hi
nking
a
bilities:
I
s
t
h
ere
a relat
i
on
ship?
”
J
o
urna
l
o
f
Agr
i
c
u
ltu
r
a
l
Ed
u
c
atio
n,
4
1 (3
)
,
p
p
. 2-1
2
,
2
00
0.
[58]
S
.
D
il,
“
Hace
tt
epe
Ü
n
i
v
ersite
s
i
H
em
şi
relik
Y
üks
eko
k
u
l
u
öğ
ren
c
il
erini
n
e
leşt
ire
l
d
üş
ünme
d
üzeyl
e
r
i
,”
Yay
ı
nl
anm
a
m
ı
ş y
ü
k
s
ek
l
is
ans tezi
,
Hacettepe Üni
versi
t
es
i
Sağlık
Bilim
l
eri E
n
stit
ü
s
ü,
A
n
k
ara,
2
001.
[59]
T.
K
art
a
l,
“
İl
köğret
im
F
en
B
il
g
i
si
ö
ğ
r
etm
e
n
aday
ların
ı
n
e
l
eş
ti
r
el
d
üş
ünme
eğilim
l
erin
in
i
n
celenm
e
s
i
,”
Ahi E
v
ran
Üniversit
e
s
i
K
ı
r
ş
eh
ir
E
ğ
i
tim
Fak
ü
lt
es
i
Dergisi
, 1
3 (2
),
p
p
. 27
9
-
29
7, 20
1
2
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
S
N: 2
2
5
2
-
88
22
I
J
ERE
Vol.
7, No.
3
, Se
pt
e
m
b
e
r
2018
: 194
– 202
20
2
[60]
N
.
Ö
zt
ürk
,
“
Hem
ş
irelik
ö
ğ
r
encil
e
rinin
eleştirel
dü
şü
nm
e
d
ü
zey
le
ri
v
e
eleşti
rel
d
ü
ş
ü
n
m
ey
i
e
t
k
i
ley
e
n
f
a
k
t
örl
e
r,”
Y
a
yı
nlan
m
a
m
ı
ş
yü
ks
e
k
lisan
s
tezi
,
C
um
hu
riy
e
t
Üni
v
ers
i
t
e
si
S
a
ğ
lı
k
B
i
l
i
mleri En
sti
t
ü
s
ü
, S
i
v
as, 2
00
6.
[61]
J
.
P
ro
f
e
tt
o-M
c
Grath,
“
T
h
e
re
lat
i
o
n
sh
ip
o
f
crit
ica
l
t
hin
k
i
ng
s
k
i
ll
s
and
criti
cal
t
hinki
ng
d
is
po
siti
on
s
o
f
b
accalau
rea
t
e
nu
rsin
g
stud
e
n
ts
,”
Jou
r
na
l
o
f
Ad
v
anced
Nur
s
i
ng,
43
(
6),
pp
.
56
9-577
,
2
0
0
3
.
[62]
J
.
S
cott,
R
.J.
M
a
rk
ert
and
M
.
M.
D
u
n
n
,
M
.M,
“
C
ri
ti
cal
t
h
i
n
k
i
ng:
Chang
e
duri
n
g
m
e
d
i
cal
s
chool
a
nd
r
el
ati
onsh
i
p
to
p
e
rf
orm
a
nce
i
n
c
l
i
nical
c
lerk
s
hips,
”
M
e
di
cal Ed
uca
tio
n,
3
2,
pp
.
14
-18
, 19
9
8
.
[63]
Ö
.
E
k
i
n
c
i
a
n
d
B.
A
y
b
ek
,
“Öğretm
e
n
aday
larının
em
pa
t
i
k
ve
e
leşti
rel
dü
şü
n
m
e
eğ
il
imleri
n
i
n
i
n
cel
enm
e
si
,”
İ
lk
ö
ğ
retim Online,
9
(2
),
p
p
.
816
-82
7
,
20
10.
[64]
N
.
S
em
erci
a
nd
Ç
.
S
e
m
e
rci
,
“
The
ef
f
ect
o
f
teacher
candi
dat
e
s'
c
rit
i
cal
l
iteracy
l
evels
o
n
t
hei
r
m
edia
l
iteracy
l
evels
,
”
U
n
i
v
e
r
sal Jo
ur
n
a
l of Edu
c
atio
nal
R
e
sear
ch,
5
(12A),
pp.
1
3
-
18,
201
7.
BIBLIOGRAPHY
O
F
AUTH
O
RS
Özk
a
n
Çelik
w
a
s
born
i
n
B
urdur
i
n
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81
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He
c
om
p
l
e
t
ed
h
is
e
d
u
cat
i
o
n
lif
e
i
n
v
a
ri
ou
s
s
c
h
o
o
l
s
o
f
D
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n
i
z
l
i
.
I
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1
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9
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,
h
e
s
t
a
r
t
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d
t
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n
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v
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r
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ter
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nd
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as
d
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artment
th
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n
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g
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du
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t
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u
ğ
l
a
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At
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s
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s
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t
a
t
Mu
ğl
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Sıtkı
K
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çm
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n
i
v
e
rsity
.
He
c
om
pl
et
ed
h
i
s
m
aster'
s
d
e
gree
in
E
du
cati
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r
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g
ram
s
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n
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T
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ch
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e
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u
g
l
a
Sıt
k
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a
n
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ni
versit
y.
T
h
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a
ut
ho
r
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r
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u
m
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tu
di
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val
ue ed
u
cat
io
n, creat
iv
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m
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c
a
t
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on
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t
each
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g
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al stu
d
i
es.
Hal
i
l
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çalişk
a
n,
r
es
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s
t
u
d
y
in
g
f
o
r
d
o
ct
orate
at
M
arm
a
ra
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ni
versi
t
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r
im
ary
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ducat
io
n
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r
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ra
m
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h
a
s
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r
ki
ng
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uğ
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ıtk
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n
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vers
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acu
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ep
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rim
a
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ri
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a
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r
ogram
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nt
erests
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re
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ci
ence
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cat
i
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n
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r
p
r
i
m
a
r
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v
e
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st
ud
ents, p
r
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orulm
az
h
a
s
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let
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d
h
i
s
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in
M
arm
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ra
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n
iversit
y
C
lassroom
Teach
in
g.
H
e
has
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w
ork
i
ng
a
t
Mu
ğl
a
S
ıtk
ı
Ko
ç
m
an
U
n
i
versit
y
,
F
acul
t
y
o
f
Ed
ucat
ion,
E
le
men
t
ary Ed
ucati
o
n
Dep
a
rtm
e
nt
,
P
r
im
ary
E
d
u
catio
n P
rogram
. H
i
s
res
earch
in
teres
t
s
are
M
a
th
em
ati
c
s
E
d
u
cati
on
f
o
r
prim
ary
level
st
ud
e
n
ts
,
p
rim
a
ry
t
each
er
t
ra
i
n
i
ng,
learn
i
n
g
an
d
t
eachi
ng
skill
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.