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.
8
, N
o. 1, Mar
c
h
201
9,
pp.
110~
1
1
8
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e
.
v8i
1.
172
15
1
10
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
What ar
e
the dimensions of think
ing skil
ls in Tur
k
ish literatur
e:
a conte
n
t analysi
s
study?
Y
a
lç
ı
n
D
il
e
k
l
i
De
pa
rtme
n
t
o
f
Ed
uc
a
t
io
n
a
l
Sc
ie
nc
e
, Aksa
r
a
y
Uni
ve
r
s
ity
, Tur
ke
y
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
c
e
i
v
e
d
Dec
1
2
,
2
018
Re
vise
d F
e
b 14,
201
9
A
c
c
e
pte
d
F
eb 25,
2
0
1
9
New
worl
d
ne
ed
s
t
h
in
k
i
ng
g
enerat
io
n.
H
o
w
ev
er,
gro
w
in
g
t
h
in
k
i
n
g
gen
e
ratio
n
i
s
v
ery
d
i
ffi
cult
b
ecau
s
e
t
here
a
re
m
an
y
d
i
screp
a
nci
e
s
i
n
de
fin
i
n
g
of
t
hinkin
g
a
nd
th
in
kin
g
s
kills.
With
out
d
ef
ining
t
h
i
nking
a
n
d
i
t
s
d
i
m
e
nsio
ns,
it
i
s
n
earl
y
i
m
p
os
si
b
l
e
t
o
g
row
su
ch
g
en
erat
io
n.
F
o
r
h
avi
n
g
t
h
i
nk
i
ng
gen
e
ratio
n,
t
hinkin
g
a
n
d
its
d
imens
i
o
n
s
sh
ou
ld
b
e
d
e
scri
bed.
I
n
t
he
p
ast
20
years
,
t
here
h
av
e
been
m
any
d
i
fferen
t
d
ef
in
itio
ns
w
i
t
h
reg
a
rd
t
o
th
in
ki
ng
and
think
i
ng
sk
i
l
ls.
But
,
t
hre
e
d
i
f
f
e
rent
a
pproaches
f
or
d
efining
t
hi
nking
ski
lls
and
n
e
eded
b
as
ic
c
og
nit
i
v
e
o
perati
on
s
were
c
o
m
m
onl
y
accept
e
d.
A
im
o
f
t
h
i
s
st
ud
y
w
h
et
her
t
h
ese
three
a
p
p
r
o
aches
f
or
d
efi
n
i
n
g
th
in
k
i
ng
sk
il
ls
w
ere
acc
ept
e
d
in
T
u
r
kis
h
l
it
erature
o
r
not.
F
o
r
t
h
is
a
im
,
1
4
s
tu
d
i
es
,
se
l
ected
from
Turkish
databas
e
,
rel
a
ted
to
t
hi
nking
sk
ills
w
er
e
analyzed.
Acc
ord
i
ng
t
h
e
con
t
en
t
an
aly
s
is
r
esul
ts
,
T
u
rk
is
h
lit
e
ratu
re
f
o
llo
w
s
t
hese
t
h
r
e
e
mo
ve
me
n
t
s
f
o
r
def
i
n
i
ng
think
i
ng
s
k
i
l
l
s
e
x
cept
f
o
r
b
e
lo
ng
ing t
o
s
p
eci
fi
c
areas
.
K
eyw
ord
s
:
C
o
nt
en
t
a
n
aly
s
e
s
Thi
n
ki
ng
ski
ll
s
Turk
is
h lite
rat
u
re
Co
pyri
gh
t © 2
019 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:
Y
a
lçı
n
D
i
l
e
k
li,
D
e
pa
rtme
nt
o
f
Ed
ucat
i
ona
l S
c
ience
,
C
ur
ricu
l
u
m
and I
n
struc
tio
n,
Ak
saray
Un
iv
er
s
i
ty
,
A
d
ana
Y
o
l
u
,
Kam
pus, 68
1
0
0
,
A
k
sar
a
y,
T
urkey.
Em
ail:
dile
kl
i
y
alci
n
@
gm
ai
l
.
com
1.
I
N
TR
OD
U
C
TI
O
N
Te
ac
hin
g
t
hin
k
i
n
g
h
as
b
e
c
om
e
a
sloga
n
for
m
o
re
t
han
thre
e
de
cad
e
s
f
or
e
duca
t
or
s.
I
n
order
to
r
ea
ch
th
i
s
g
oa
l
,
m
an
y
co
u
n
tr
ies
ha
ve
c
ha
n
g
e
d
t
h
e
ir
c
urric
u
l
u
m
s
[
1]-
[
1
1].
H
o
w
e
ve
r,
d
im
ens
i
o
n
s
of
t
he
t
h
i
nk
ing
ski
l
l
s
o
r
wh
at
s
h
ould
b
e
t
ho
ug
ht
f
o
r
t
hi
nk
ing
g
e
n
e
ra
ti
on
s
h
a
s
n
ot
b
een
d
e
c
i
d
ed
.
Up
t
o
1
990
s,
t
hin
k
i
n
g
skil
l
s
has
n
o
t
bee
n
c
lear
ly
d
e
f
i
n
ed.
After
t
h
at
t
he
m
ain
t
h
ree
ap
p
r
oa
c
hes
for
de
fin
i
ng
t
h
i
nk
i
ng
sk
il
ls
e
me
rge
d
.
The
firs
t
o
n
e
is
C
o
s
ta’s
[
12].
In
o
rde
r
t
o
de
fi
ne
t
hin
k
i
n
g
s
k
il
ls,
C
o
sta
c
o
l
l
e
c
te
d
da
ta
from
60
e
xper
t
s
a
nd
la
bel
l
e
d
d
i
mens
ion
s
o
f
t
h
i
n
k
i
ng
s
kil
l
s
as
c
ri
t
i
cal
t
hi
nki
ng
,
p
r
o
b
l
e
m
s
o
l
vi
ng
,
c
r
e
a
t
ivi
t
y
a
nd
d
ec
i
s
i
o
n
mak
i
ng
i
n
t
h
e
st
u
d
y
“De
v
el
op
ing
Mi
nd
s:
A
R
esou
rc
e
B
ook
f
o
r
T
ea
chi
ng
Thin
kin
g
”
[1]
,
[
1
2
].
T
he
s
ec
on
d
de
fi
n
i
t
i
on
i
s
b
y
[1
3],
[14]
w
ho
se
d
efi
n
it
io
ns h
a
v
e one
m
ore
dime
nsio
n for t
h
in
k
i
n
g
s
k
ills.
1.1.
C
r
itic
al
t
hin
k
i
n
g
Cri
tica
l
t
h
i
nk
i
ng
is
purp
o
se
ful,
s
el
f-re
gu
l
a
tor
y
j
udgm
en
t
w
h
ic
h
r
esu
l
t
s
i
n
i
n
terpr
e
tat
i
o
n
,
ana
l
ys
is,
eva
l
ua
tio
n,
i
n
f
er
ence
,
sy
n
t
he
sis,
a
n
d
e
va
lua
t
i
o
n
o
f
t
he
c
onc
ept
s.
T
hi
s
jud
g
m
e
n
t
i
s
b
a
s
e
d
o
n
ex
pl
an
a
tio
n
of
t
he
e
v
id
en
ti
al
,
con
c
e
p
tu
al
,
met
hod
olo
g
i
cal
,
cont
ex
t
u
a
l
c
on
si
d
e
ra
t
i
o
n
s
[
15
]-[
18
].
T
h
e
re
f
o
re
,
c
r
i
t
i
c
a
l
t
hi
nk
er
h
a
s
the
c
a
pac
i
t
y
o
f
m
a
k
i
ng
p
r
e
dic
t
i
o
ns
a
n
d
fo
r
m
u
l
at
i
ng
hy
p
o
t
h
eses,
d
i
s
t
i
ngu
i
s
hi
ng
f
a
c
t
f
ro
m
t
h
e
o
p
in
ion
,
deter
m
i
n
i
n
g
bi
as
r
e
l
i
a
b
ili
t
y
o
f
e
v
ide
n
ce,
r
e
l
atin
g
ca
use
s
a
nd
e
ffe
c
t
s
,
be
ing
h
o
n
es
t
in
f
ac
in
g
perso
n
a
l
b
ia
se
s,
w
illi
n
g
t
o
rec
o
ns
i
d
e
r
,
be
i
n
g
r
e
a
s
o
n
a
b
l
e
i
n
th
e
selec
t
i
on
of
c
ri
teria,
a
v
o
i
d
i
ng
t
o
r
ea
ch
p
re
ma
t
u
r
e
c
onc
lus
i
o
n
s,
sear
chi
ng for
m
eanin
g,
d
eter
mini
n
g
the
r
ea
l
aim
,
r
evisiti
n
g
the
a
lt
erna
ti
ve
s
and da
t
a
proc
e
ssing
[1
5]-
[
22
].
1.2.
Pr
o
b
l
e
m solv
ing
P
r
o
b
l
e
m
s
ol
vin
g
i
s
t
h
e
se
con
d
d
i
m
e
n
sio
n
o
f
t
hi
nki
ng
s
ki
ll
s.
I
t
i
s
a
n
a
t
t
e
m
p
t
t
o
r
e
a
c
h
p
r
e
v
i
o
u
s
l
y
defie
d
g
oa
l
.
I
n
order
t
o
b
e
a
prob
lem
so
lv
er
,
one
s
ho
u
l
d
br
eak
t
h
e
pro
b
lem
i
n
t
o
m
an
a
g
eab
le
p
a
r
ts,
us
in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
Int.
J
. E
v
a
l
. & Re
s
. Educ
.
IS
S
N
:
2252-
88
22
Wh
at
are
t
h
e
d
i
m
e
ns
i
ons o
f
t
h
i
n
k
i
ng sk
ills in Turkis
h
li
ter
a
ture:
a con
t
en
t
an
a
l
ys
is study
?
(Y
al
ç
ı
n D
ilek
l
i
)
11
1
spec
ia
l
c
a
ses,
a
nd
w
ork
i
ng
b
a
ckw
a
r
d
s
[2
3].
P
r
oblem
s
o
l
ve
r
s
i
de
n
t
i
fy
w
hi
ch
p
iec
e
s
of
d
a
t
a
ar
e
re
l
e
van
t
w
hen
fa
ced
w
i
t
h
a
m
a
ss
o
f
da
t
a,
c
o
n
s
t
r
u
ct
r
e
l
a
tio
n
s
h
i
ps
b
e
t
we
en
data
a
n
d
r
eac
h
ne
w
so
l
u
tio
n/s,
c
o
llec
t
new da
t
a for
new
o
p
t
i
ons,
com
p
are
the
opt
io
ns
a
n
d
d
ec
i
d
e
on
e
or
m
or
e
so
lut
i
o
ns
f
or
t
he
d
ef
i
n
e
d
goa
l
[
2
4].
Besi
des
,
goo
d
pro
b
lem
so
lver
s
are
ge
nera
l
l
y
cre
a
tive
a
nd
fle
x
ible
p
e
o
p
l
e
and
s
c
i
e
n
t
i
f
i
c
r
ea
so
ni
ng
,
e
v
al
u
a
ti
ng
opti
o
n
s
a
n
d
data
p
roce
ss
i
n
g
[1]
,
[
14],
[1
9],
[22],
[2
3]
.
P
r
oblem
s
ol
v
i
n
g
s
t
ar
t
s
w
it
h
ide
n
ti
fy
i
ng
t
h
e
pr
ob
l
e
m
an
d
the
n
con
t
in
u
e
s
ge
n
e
r
a
ti
ng
an
d
as
sessi
ng
pos
si
b
l
e
s
o
lu
t
i
o
n
s
a
nd
i
m
p
l
e
m
e
nt
i
ng
t
h
e
prob
lem
s
.
In
a
l
l
t
he
se
s
te
ps,
pro
b
lem
sol
v
er
s
need
c
rit
i
ca
l t
h
i
n
kin
g
[
1
4
],
[20]
, [23].
1.3.
Crea
ti
vi
t
y
Cre
a
t
i
v
i
t
y
i
s
a
not
he
r
d
i
m
e
ns
ion.
I
t
is
a
c
t
o
f
sy
n
t
hes
i
s
or
g
a
t
h
e
r
i
n
g
t
h
o
u
g
h
t
s
i
n
o
r
d
e
r
t
o
g
e
t
n
e
w
o
r
di
ffe
re
nt
i
deas
o
r
t
o
f
in
d
h
i
d
d
e
n
p
a
t
terns,
t
o
fi
nd
c
o
rre
lat
i
on
s
be
t
w
e
e
n
s
ee
ming
l
y
unre
l
a
t
e
d
p
he
nom
e
n
a,
a
n
d
to
g
e
n
era
t
e
sol
u
t
i
on
s;
n
am
el
y
,
i
t
is
g
ener
at
i
n
g
i
d
ea
s
f
o
r
sol
v
i
ng
a
p
ro
bl
em
o
r
re
a
c
h
i
ng
p
revi
ou
sly
de
f
i
n
e
d
goa
ls
[
5],
[1
4],
[2
0].
Cr
eati
v
e
pe
op
le
h
a
v
e
d
i
ffere
n
t
p
e
r
s
p
e
c
ti
ves
t
h
an
o
t
h
ers
a
nd
rea
d
y
to
t
a
k
e
ris
k
s
a
n
d
use
ord
i
nary
t
o
o
l
s
i
n
unus
ua
l
w
a
ys
t
o
so
l
v
e
pro
b
l
e
m
s
o
r
rea
c
h
the
i
r
g
oa
ls
[
1]
,
[2].
C
r
eativ
it
y
r
e
qu
ires
f
le
x
i
b
i
lit
y
a
n
d b
e
in
g
pl
ayf
u
l
with
i
d
eas. C
rea
t
i
v
e
p
e
op
l
e
a
re
a
l
s
o
g
ood
p
r
o
blem
solver
s
.
S
o
, c
reative p
e
opl
e
ha
v
e
m
o
s
t
of
the q
u
a
l
i
f
ic
at
io
n
of pr
o
b
l
e
m
s
ol
ve
rs.
1.4.
D
e
c
i
si
on
m
a
k
in
g
D
e
cisi
on
ma
king
i
s
l
a
s
t
dim
e
ns
io
n
of
t
h
i
nk
ing
sk
i
lls
i
n
[1
2].
D
ec
isio
n
m
a
ki
n
g
i
s
c
l
ose
l
y
r
e
la
ted
t
o
pro
b
lem
sol
v
i
n
g
;
i
n
fac
t
,
th
e
d
i
st
i
n
ct
io
n
b
e
tw
e
e
n
t
h
e
t
w
o
is
s
o
me
t
i
m
e
s
hard
t
o
ma
k
e
.
D
e
cisi
o
n
m
aki
n
g
is
ce
nt
r
a
lly
c
o
n
c
e
r
n
ed
w
it
h
the
proce
s
s
by
w
h
i
c
h
a
l
terna
tiv
es
a
re
e
v
a
l
uate
d
a
n
d
op
tio
ns
s
elec
t
e
d
for
ge
t
t
i
n
g
a
n
aim
,
n
am
ely
it
i
s
a
kin
d
o
f
w
e
ig
hi
n
g
u
p
p
r
os
a
nd
c
o
n
s
[
24],
[2
5
].
F
or
g
o
o
d
d
e
c
i
s
i
o
n
m
akin
g,
one
s
ho
uld
ide
n
tif
y
w
h
y
t
h
i
s
d
e
c
i
si
on
is
n
ee
d
e
d,
w
hic
h
m
ea
ns
i
den
t
i
f
y
i
ng
t
he
p
r
o
ble
m
(
a
n
aly
s
es),
g
e
n
era
tin
g
o
p
t
i
on
s
(syn
the
s
is)
,
p
repa
ring
a
p
l
a
n
,
pred
ict
i
ng
li
ke
ly
r
e
s
u
l
ts
o
r
o
p
t
ions,
c
h
oos
i
n
g
o
n
e
of
t
he
se
o
p
t
i
o
ns
a
n
d
rea
n
al
yzi
n
g
t
h
i
s
p
refere
nce
[1
9],
[22]
.
I
f
one
w
a
n
t
s
t
o
rea
c
h
t
he
b
es
t
de
c
i
sio
n
,
she/
he
n
e
e
d
s
t
o
be
a
w
a
re
o
f
ava
ila
b
l
e
cho
i
c
e
s
.
S
o
,
go
od de
c
i
s
i
o
n
m
ake
r
s a
r
e
also cr
eativ
e
a
nd go
o
d
p
ro
blem
so
l
v
e
r
one
s.
Th
e
se
cond
d
e
f
ini
t
i
o
n
b
e
lo
ng
s
to
[
13
].
I
n
thi
s
d
e
f
i
n
iti
on
,
thi
n
ki
ng
s
kil
l
s
h
as
f
iv
e
di
me
n
s
io
n
s
a
s
lo
oki
n
g
f
or
m
e
a
ni
n
g
,
cr
i
t
ica
l
t
hin
k
i
n
g,
p
ro
b
l
e
m
s
ol
v
i
ng,
c
re
ati
vi
ty
a
nd
d
eci
si
on
m
aki
n
g
.
A
p
a
rt
f
r
o
m
[1
2]
,
one
mor
e
d
ime
n
sio
n
,
lo
o
k
i
n
g
f
o
r
me
anin
g
[1
3].
This
d
i
m
ens
i
on
inc
l
u
d
e
s
s
u
c
h
c
o
g
n
it
ive
s
k
il
ls
a
s
;
s
e
q
ue
nci
n
g,
order
i
ng,
r
a
n
k
i
ng,
c
om
par
i
n
g
a
nd
co
n
t
ra
sti
ng,
c
lass
i
f
y
i
n
g
,
a
n
a
l
yz
i
ng,
i
d
e
nt
i
f
y
i
ng
par
t
s
a
nd
h
o
l
es,
fi
nd
ing
pat
t
erns
a
nd
r
elat
i
o
n
s
[
7]
,
[13
]
.
In
t
h
i
s
c
l
ass
i
fica
t
i
o
n
,
t
h
e
s
e
ent
i
r
e
fi
ve dim
ens
i
o
n
s
ar
e
re
l
a
te
d
t
o
m
etac
o
g
n
iti
ve
sk
i
l
l w
h
ic
h
i
n
c
l
u
d
es p
la
nn
i
ng,
m
onit
o
ri
ng,
r
e
d
irec
t
i
n
g
a
nd e
v
al
ua
tin
g
(F
igu
r
e
1).
F
i
gure
1.
A
CTS
II
s
ustai
n
a
b
l
e
thin
k
i
n
g c
l
a
s
srooms
[1
3]
The
t
h
ird
com
m
on
def
i
n
i
t
i
on
i
s
do
ne
b
y
S
w
a
r
tz
a
nd
P
a
rks
[
14].
I
n
the
i
r
defin
i
t
i
o
n
,
the
fo
ur
m
ajor
d
i
mens
ion
s
a
re
i
nd
i
c
at
ed
,
cr
i
t
i
cal
t
hi
nki
ng
,
p
r
o
b
l
e
m
so
lvi
n
g
,
c
rea
tiv
it
y
a
nd
de
ci
si
o
n
m
a
k
i
n
g
an
d
o
n
e
m
o
r
e
dime
n
s
i
o
n
c
a
l
l
e
d
a
s
c
l
ari
f
ic
a
tio
n
a
nd
u
nde
r
s
ta
n
d
i
n
g
is
a
lso
a
d
d
ed
[
12
],
[
13
].
U
n
d
e
r
t
h
e
cl
ari
f
i
c
at
ion
and
un
dersta
n
d
i
n
g
dime
n
s
io
n,
t
he
re
a
r
e
s
om
e
co
gn
i
t
i
v
e
s
k
i
lls
s
uch
a
s
c
o
m
p
arin
g
a
n
d
c
o
n
t
ra
st
in
g,
c
lass
i
f
ic
ati
o
n,
seq
u
enc
i
ng
u
n
d
er
t
he
a
na
ly
z
i
n
g
i
deas
a
n
d
f
i
n
din
g
r
e
l
a
tio
ns,
unc
ove
r
i
n
g
a
ss
um
pti
o
ns
u
nd
e
r
a
na
l
y
z
i
n
g
Evaluation Warning : The document was created with Spire.PDF for Python.
ISS
N
:
225
2-
8
8
2
2
In
t
.
J
.
E
v
a
l
.
&
R
e
s
.
E
d
u
c
.
V
o
l.
8
,
N
o
.
1
,
M
ar
c
h
2
0
1
9
:
1
1
0
-
1
1
8
11
2
a
r
gum
en
t
[
1
4]
.
H
o
w
e
ver
,
i
n
t
h
is
f
r
a
m
e
w
o
r
k
c
r
e
a
tive,
c
r
i
t
i
ca
l
t
h
in
kin
g
a
nd
c
l
a
r
i
f
ica
t
i
o
n
an
d
u
nder
s
ta
ndi
ng
sk
il
l
s
a
r
e
a
t
the
b
o
t
t
o
m
le
ve
l
o
f
t
he
f
l
o
w
cha
r
t
of
t
h
i
n
k
in
g
s
k
il
ls.
Th
ese
thr
e
e
are
ine
v
ita
b
l
e
s
t
e
p
s
for
re
a
c
hi
n
g
the
sec
o
n
d
s
t
e
p
w
h
er
e
ma
ki
n
g
decis
i
o
n
o
r
pr
ob
lem
sol
v
i
n
g
di
m
e
n
s
i
o
ns
a
r
e
f
ou
n
d
(
F
i
gur
e
2)
.
F
i
gur
e
2.
In
f
u
si
ng
th
e
t
e
a
c
h
i
ng
o
f
cri
t
i
cal
and
c
r
e
a
t
iv
e
t
h
ink
i
ng
i
nt
o
c
o
n
t
e
n
t
i
n
s
t
r
u
c
t
i
o
n
[
14]
I
n
f
ac
t
,
a
l
l
o
f
t
h
ese
dime
nsi
ons
a
r
e
s
t
r
i
c
tl
y
c
o
n
n
ec
te
d
w
i
t
h
e
a
c
h
o
t
h
e
r
.
B
u
t
t
h
e
re
su
lts
o
f
thes
e
d
i
me
nsio
n
s
a
r
e
d
i
ffe
rent
from
ea
ch
o
t
h
er.
C
r
i
t
i
c
al
t
h
i
nki
ng
i
s
c
o
n
c
erne
d
wi
th
c
ri
ti
ca
l
ex
amin
a
tion
and
e
v
al
ua
t
i
on
o
f
b
elie
fs
o
r
a
c
t
i
ons.
C
r
i
t
ica
l
t
h
i
n
k
er
s
m
a
ke
j
u
d
g
m
e
nt
b
ase
d
on
r
e
lia
b
l
e
da
ta
.
Cr
ea
t
i
ve
t
h
i
nk
in
g
is
c
oncer
ned w
i
t
h
th
i
nk
ing
t
h
a
t
i
s un
us
ua
l or
orig
i
nal.
C
r
itica
l
t
h
i
n
k
in
g
in
vol
ves
th
e
p
r
odu
ct
io
n
of
so
m
e
kind
s
o
f
c
o
mple
x
pr
od
u
c
t.
C
r
i
t
i
ca
l
th
ink
i
ng
a
n
d
c
r
ea
t
i
ve
t
h
i
nk
i
ng
o
v
e
r
la
p
be
ca
use
c
r
ea
t
i
v
e
t
hin
k
i
n
g
r
eq
uir
e
s
cr
it
ica
l
th
i
n
k
i
ng
w
h
i
l
e
g
e
n
er
a
t
i
n
g
a
n
d
e
v
a
l
ua
tin
g
n
e
w
and
or
i
g
in
a
l
w
or
ks
.
A
l
t
h
ou
gh
cr
eat
ive
t
h
i
n
k
i
ng
r
e
s
u
l
t
s
i
n
an
or
igi
n
a
l
p
r
o
d
u
c
t,
c
rit
i
ca
l
th
i
n
k
i
n
g
d
oes
no
t.
S
i
m
il
a
r
l
y
,
d
ecis
i
o
n
m
ak
in
g
a
n
d
pr
o
b
le
m
sol
v
i
n
g
ha
v
e
m
an
y
m
u
tua
l
p
o
i
n
t
s.
H
ow
e
v
er
,
dec
i
si
on
m
aki
n
g
e
nds
w
it
h
c
h
o
o
s
i
n
g
o
ne
or
m
or
e
opt
i
o
n
/
s.
B
ut
,
pr
ob
l
e
m
s
o
l
v
i
n
g
is
m
o
r
e
t
ha
n
c
h
o
o
s
i
n
g
o
ne
o
f
t
h
e
op
ti
ons.
I
t
i
nc
lu
de
s
ge
ne
r
a
ti
n
g
o
p
t
i
o
n
s
a
n
d
c
h
o
o
s
i
n
g
o
n
e
o
r
m
o
r
e
o
f
t
h
e
m
.
F
r
om
t
his
r
e
spe
c
t,
p
r
o
b
l
em
s
o
l
vi
ng
inc
l
u
d
e
s
d
ec
isi
o
n
m
a
kin
g
.
H
o
we
ve
r,
w
it
h
o
u
t
d
e
cis
i
o
n
m
a
k
in
g
s
k
il
ls,
pr
oble
m
s
ol
v
i
n
g
m
ay
n
ot
y
ie
l
d
w
i
t
h
i
n
t
e
nde
d
r
e
su
l
t
.
A
l
t
h
o
u
g
h
o
n
e
gene
r
a
tes
ma
n
y
w
a
y
s
t
o
s
o
l
ve
t
he
p
r
o
b
l
em
,
she
/
he
m
ay
n
o
t
c
hoose
the
b
e
st
a
l
t
e
r
na
ti
ve.
A
i
m
of
d
e
c
is
ion
ma
k
i
n
g
i
s
t
o
r
e
a
c
h
de
ci
sion
po
i
n
t
bu
t
p
r
ob
lem
so
lvers
try t
o
r
eac
h so
lu
tio
n [
1
],
[
5].
A
s
i
t
w
a
s
see
n
i
n
Ta
ble
1,
f
o
u
r
of
t
he
se
d
i
m
en
si
o
n
s
o
f
t
h
i
nk
ing
s
k
ill
s
have
s
om
e
m
u
t
u
a
l
n
ee
de
d
ba
sic
c
o
g
n
iti
ve
s
ki
lls.
H
o
w
e
v
e
r
,
t
he
a
i
m
i
s
di
ffe
r
e
nt
f
r
o
m
e
a
c
h
o
t
h
er.
Ha
v
i
ng
s
u
c
h
mut
u
al
poi
nt
s
c
a
use
s
t
h
e
p
r
o
b
l
em
o
f
d
e
f
i
ni
ng
t
hi
nk
i
ng
sk
i
l
l
s
a
nd
i
t
s
d
i
m
ensi
on
.
F
o
r
t
h
i
s
r
ea
son,
a
im
o
f
t
h
is
s
tu
dy
i
s
t
o
a
n
a
l
yz
e
an
d
syn
t
hes
i
ze
how
t
hi
n
k
in
g
skil
ls
a
r
e
d
e
f
i
n
ed
i
n
the
s
t
u
d
i
es
dur
i
n
g tw
o
l
a
s
t
d
ec
ades
i
n
Turk
ish
liter
a
t
u
re.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int.
J
. E
v
a
l
. & Re
s
. Educ
.
IS
S
N
:
2252-
88
22
Wh
at
are
t
h
e
d
i
m
e
ns
i
ons o
f
t
h
i
n
k
i
ng sk
ills in Turkis
h
li
ter
a
ture:
a con
t
en
t
an
a
l
ys
is study
?
(Y
al
ç
ı
n D
ilek
l
i
)
11
3
Tab
l
e
1.
R
e
l
a
tions
h
i
ps am
ong
dim
ens
i
ons
o
f the
t
h
i
n
k
i
n
g
sk
ills
D
i
m
e
ns
ions
o
f
thinkin
g
skill
s
A
i
m
N
e
e
d
e
d
b
a
s
i
c
c
ognitive
skills
M
a
i
n r
e
l
a
tionships
a
m
ong t
h
e
di
m
e
ns
ions
C
r
iti
c
a
l
Thinki
ng
To
r
e
ach
cr
i
t
i
c
al
judgm
e
n
t
D
e
fining
a
i
m
E
v
a
l
u
a
ting
options
E
s
t
a
bl
ishing
c
a
us
e
a
nd
e
f
f
e
c
t
re
l
a
tionships
Ma
king
i
n
q
u
i
r
y
G
r
oupi
ng,
c
l
a
ss
if
yi
ng
a
nd
a
n
a
l
yz
ing
the
obta
i
ne
d
d
a
ta
D
i
stinguishin
g
fa
c
t
f
r
o
m
opini
on
D
r
a
w
ing c
o
n
c
lus
i
on,
l
ogica
l thinking
P
r
oble
m
s
olving:
t
o
e
v
a
l
u
a
t
e
possibl
e
s
o
lu
ti
o
n
s
.
Ma
king
de
c
i
sion:
t
o
c
h
ec
k
a
nd
e
n
sur
e
re
l
i
a
b
il
ity
o
f
the
d
a
t
a
a
nd
othe
r
al
t
e
r
n
at
i
v
es
.
C
r
e
a
t
i
v
i
t
y
:
t
o
de
ci
de
a
nd
for
m
ula
t
e
t
h
e
a
i
m
Problem
S
olving
To
re
ach
o
n
e
o
r
m
o
r
e
s
olution/
s
f
o
r
the
proble
m
C
r
iti
c
a
l
t
hinki
ng,
d
a
t
a
pro
c
e
s
s
i
ng,
c
r
ea
tiv
e
thinki
ng,
i
m
p
l
e
m
e
nt
ing
of
t
he
p
l
an
e
d
a
c
t
i
o
n
s
, g
en
er
at
in
g
a
l
t
e
r
n
a
t
i
v
e
s
,
C
r
it
i
c
a
l
t
hinkin
g
:
c
o
lle
ct
ing
da
ta
,
fo
rm
ul
a
t
i
n
g
probl
em
s,
e
st
a
b
li
shing
ca
use
a
nd e
f
f
e
c
t
r
e
l
a
t
i
ons
hips.
C
r
e
a
t
i
v
i
t
y
:
c
r
e
a
tin
g
ne
w
op
t
i
ons
f
or
t
he
pro
b
lem
.
Ma
king
de
c
i
si
on
:
de
ciding
whi
c
h
of
t
he
opti
ons
a
re
e
f
f
ec
ti
ve
C
r
ea
tivit
y/C
r
ea
tiv
e
thinkin
g
To
r
e
ach
origi
n
a
l
i
d
ea
/pr
oduc
t
C
r
iti
c
a
l
t
hinking,
f
le
xi
b
i
lity,
d
e
f
i
ning
options,
c
o
lle
ctin
g
da
t
a
,
a
n
a
l
yz
ing
pr
o
b
l
e
m
,
g
e
n
e
r
a
ting
i
d
ea
s
a
nd
possibili
tie
s
,
s
ee
ing
m
u
l
t
i
p
le
pe
rspec
tiv
e
C
r
it
i
c
a
l
t
hi
nking:
e
v
a
lu
a
ting
ne
w
id
e
a
s
o
r
pro
duc
t,
e
st
a
b
l
i
sh
ing
ne
w
r
e
l
a
t
i
o
n
ship
s
a
m
ong
the
p
a
tt
e
r
ns.
P
r
oble
m
s
olving:
c
r
e
a
t
ivit
y
st
a
r
t
s
f
rom
pro
b
lem
solving
D
e
c
i
sion
m
a
king:
S
e
l
e
c
ting
one
o
f
o
r
igina
l
pro
duc
t
or
i
de
a
D
e
c
i
sion
Ma
ki
n
g
To
s
el
e
c
t
o
n
e
or
m
ore
of
t
he
alt
e
r
n
ati
v
es
C
r
iti
c
a
l
t
hinking,
c
r
e
a
t
i
v
e
t
h
inking,
pr
o
b
l
e
m
solving,
g
e
n
e
r
a
ting
opt
ions,
pr
e
d
ic
t
i
ng
lik
e
l
y
conse
que
n
c
e
s
C
r
it
i
c
a
l
t
h
i
nking:
c
oll
e
c
t
i
n
g
da
ta
a
nd
e
v
a
l
u
a
ting
options.
P
r
oble
m
s
ol
v
i
ng:
f
o
r
m
u
la
ting
a
nd
a
n
a
l
yz
ing
pro
b
l
e
m
.
C
r
e
a
t
i
v
i
t
y
:
p
roposi
ng
ne
w
a
lte
rn
a
tiv
e
s
.
2.
RESEARCH
M
ETH
O
D
2.1.
Rese
arch
d
esi
g
n
I
n
t
hi
s
st
u
dy,
qua
l
ita
t
i
v
e
co
n
t
en
t
a
n
a
l
ysis
i
s
use
d
.
Con
t
e
n
t
a
n
a
l
ysis
i
s
define
d
as
a
r
esea
rch
me
th
o
d
for
the
su
b
j
ect
ive
in
ter
p
reta
ti
on
o
f
the
c
o
n
t
e
n
t
o
f
t
e
x
t
da
t
a
t
hrou
g
h
t
he
s
ys
t
e
ma
t
i
c
cla
s
sifica
t
i
o
n
,
proc
e
s
s
o
f
cod
i
ng
a
nd
i
d
ent
i
f
y
i
ng
the
m
es
o
r
pat
t
erns.
I
n
t
h
i
s
r
e
sea
r
ch
d
ir
ec
t
e
d
c
o
nt
e
n
t
a
n
a
l
ysi
s
a
ppr
oa
ch
w
as
c
ho
sen
bec
a
u
s
e
the
g
o
al
o
f
a
d
i
re
cted
a
p
p
roac
h
t
o
c
on
te
nt
a
na
lys
i
s
i
s
t
o
v
al
i
d
at
e
a
the
o
r
e
t
i
c
a
l
fr
am
ework
or the
ory [26]
.
2.2.
Co
di
n
g
pro
ces
s
Fi
rst
l
y
,
r
el
at
ed
p
a
r
t
s
o
f
ea
ch
s
t
u
d
y
i
n
clu
d
e
d
i
n
t
h
e
r
es
ea
rch
w
e
r
e
rea
d
i
n
de
ta
ils
a
n
d
n
ot
e
d
a
n
d
gro
upe
d
ac
c
o
rdi
n
g
to
t
he
i
n
d
ica
t
e
d
c
o
g
n
i
tive
s
k
ills
a
cc
or
di
ng
t
o
t
h
e
d
i
me
nsi
ons.
La
t
e
r
,
i
nd
ica
t
ed
c
og
n
i
t
i
v
e
sk
i
l
ls ove
rla
p
p
i
n
g
in
m
o
re t
ha
n
o
n
e
d
i
m
e
ns
io
n w
e
r
e
i
de
ntifi
e
d.
F
u
rtherm
ore
,
eac
h
stu
d
y
w
a
s
c
ode
d
a
s
K
1, K
2
… K
14
and t
h
e
s
e
code
s w
e
r
e
use
d in t
he
r
ese
a
rc
h.
2.3.
Val
i
d
i
ty an
d
r
eli
a
bi
lit
y of
t
he
resear
c
h
F
o
r
va
l
i
di
t
y
a
nd
r
el
iab
i
lit
y
dur
i
n
g
the
c
o
di
n
g
p
r
o
cess,
s
tud
i
es
w
e
r
e
ex
a
m
i
n
e
d
b
y
t
w
o
exp
e
rt
ac
adem
ic
ians
one
o
f
w
h
om
w
a
s
a
n
expert
on
assess
i
n
g
a
nd
e
v
al
ua
t
i
on
i
n
e
du
c
a
t
i
on
a
n
d
t
h
e
o
t
h
e
r
wa
s
a
n
expe
r
t
on e
d
uc
ati
o
nal sc
ie
nce
s
.
2.4.
Data
c
ol
l
e
cti
o
n
and in
clusio
n
crite
ria
I
n
t
hi
s
stu
dy
14
re
se
arc
h
es
w
e
r
e
selec
t
e
d
f
or
m
th
e
Tur
k
is
h
da
t
a
b
ase
ca
ll
e
d
T
urk
i
s
h
A
c
a
dem
i
c
N
e
tw
ork
a
n
d
Inform
at
io
n
Ce
nter
(
U
L
A
K
Bİ
M).
U
L
A
K
B
İ
M
d
a
t
a
bas
e
c
ov
ers
t
h
e
j
our
nals
p
u
b
lis
hed
in
Turke
y
.
H
o
w
e
ver,
U
LA
K
B
İM
h
as
s
t
r
i
c
t
s
e
lec
t
i
o
n
cri
t
eri
a
f
or
i
nde
xi
ng
th
e
j
o
u
r
n
a
l
s
,
su
c
h
a
s
pu
bl
i
cat
i
o
n
hi
st
ory,
t
rans
p
a
r
e
nt
r
ev
ie
w
i
n
g
p
r
o
cess,
a
t
le
ast
hav
i
ng
e
x
t
e
nde
d
ab
st
ra
ct
i
n
sec
ond
l
angu
a
g
e
and
so
me
o
th
er
criter
i
a
rela
t
e
d
t
o
f
o
r
ma
tti
ng.
F
or
c
ollec
t
i
n
g
data
‘
t
h
i
n
kin
g
s
ki
l
l
s,
h
ighe
r
order
i
ng
th
i
n
k
i
ng
s
k
i
l
ls’
term
s
w
e
r
e
use
d
b
oth
i
n
T
urk
i
sh
a
nd
E
n
g
lish.
I
n
the
fi
r
s
t
ste
p
,
87
2
stu
d
ie
s
w
e
r
e
l
i
s
te
d
i
n
cl
u
d
in
g
t
h
e
s
e
tw
o
term
s.
F
irstl
y
,
tit
le
o
f
t
h
e
st
u
d
i
e
s
w
a
s
a
n
al
y
z
e
d
.
A
s
t
his
s
t
ud
y
aim
e
d
a
t
t
he
d
e
f
in
it
ion
o
f
t
hi
nki
n
g
s
k
i
l
l
s
as
a
w
ho
le,
72
7
stud
ies
inc
l
u
d
i
ng
o
n
l
y
one
d
i
m
ensi
on
o
f
t
hi
nk
ing
s
k
i
l
l
s
s
u
c
h
as
c
ri
ti
c
a
l
t
hi
nki
n
g
o
r
sc
ie
nt
ific
t
h
i
n
k
i
n
g
sk
il
l
s
w
e
r
e
e
xcl
ude
d
.
T
he
r
e
s
t
145
r
ese
a
rc
h
e
s’
s
um
ma
ries
w
e
r
e
ana
l
yze
d
i
n
t
h
e
sec
ond
ste
p
.
A
t
t
his
s
t
e
p
,
11
3
stud
ies
w
e
re
e
xc
l
ude
d
aga
i
n
as
a
l
l
d
i
m
e
n
s
i
o
n
s
of
t
h
i
n
k
i
ng
s
k
il
l
s
w
e
r
e
n’t
de
fine
d
or
b
e
i
ng
r
e
l
a
ted
t
o
com
p
u
t
a
t
i
o
na
l
t
h
in
k
i
n
g
,
th
i
n
kin
g
i
n
dram
a
and
a
r
t.
I
n
the
fi
na
l
s
te
p,
18
s
t
u
d
i
e
s
w
e
r
e
exclu
d
e
d
a
fter
t
he
ana
l
yz
i
n
g
t
h
e
w
h
o
l
e
s
t
u
d
y
b
ec
ause
o
f
lac
k
in
g
of
w
e
ll-gr
ou
nde
d
d
e
f
i
n
i
t
io
n
or
d
e
f
in
in
g
o
n
l
y
o
ne
o
r
tw
o
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 1, March
2
019
:
110
-
1
18
11
4
dime
n
s
i
o
ns
o
f
thi
n
k
i
ng
s
k
i
l
l
s
dim
e
n
s
io
ns.
A
t
t
he
e
nd
,
t
o
ta
l
l
y
1
4
rese
arc
h
e
s
,
9
o
f
t
hem
w
e
re
q
u
a
l
i
ta
t
i
ve
a
nd
5
of the
m qua
n
t
i
t
a
t
i
v
e
,
w
ere
fo
u
nd inc
l
ud
ing t
h
in
k
i
n
g
s
k
i
l
l
s di
m
e
nsi
ons for d
efin
in
g
t
h
i
nki
ng
s
ki
ll
s.
R
ese
a
r
c
h
e
s
on t
h
in
kin
g
s
k
i
ll
s
inc
l
ude
d i
n
th
i
s st
u
dy w
e
r
e
show
n
in
T
ab
l
e
2
.
Tab
l
e
2.
R
e
s
ear
ches
o
n
t
h
in
ki
ng sk
i
l
l
s
i
n
c
l
ud
e
d
in t
h
e
stu
d
y
Study
C
od
e
Study
N
am
e
Me
t
h
o
d
K
1
T
e
m
e
l
,
S.
,
D
i
nç
ol
Ö
z
gür,
S.
&
Y
ıl
m
a
z
,
A
.
(2012).
Th
e
ef
f
ect
o
f
l
e
ar
n
i
n
g
cy
cl
e
mo
d
e
l
o
n
pr
e
s
e
r
vi
c
e
c
h
e
m
istry
t
e
a
c
h
e
r
s’
u
n
d
e
r
sta
nding
o
f
oxi
d
a
tion
r
e
du
c
tion
topic
a
nd
thinking
skills.
Nec
a
tib
e
y
F
a
c
u
lt
y
o
f
E
duc
a
t
ion
E
l
e
c
t
r
onic
J
ournal of
Sc
i
e
n
c
e
a
nd M
a
th
e
m
ati
c
s
E
d
u
c
ation,
Vol.
6(
1
)
,
287
-
3
0
5
.
Qua
n
tita
tiv
e
study
K
2
G
e
l
e
n
,
İ
.
(
2011
).
D
et
e
r
m
i
n
a
tion
of
t
he
l
e
v
e
l
o
f
ac
quisiti
o
n
of
s
om
e
c
o
m
m
on
skil
ls
c
once
r
ning
thinkin
g
i
n
t
h
e
c
u
rric
u
l
u
m
of
s
oc
i
a
l
studie
s
.
O
ndok
uz May
ı
s Üni
v
e
r
s
i
t
e
si
E
ğ
itim
Fa
kült
e
si
D
ergisi,
Vol.
30(1
)
,
83-1
0
6
.
Qua
n
tita
tiv
e
study
K
3
E
ki
nc
i,
N
.
&
C
a
ns
e
s
,
T.
(
2017).
C
l
a
s
sroom
t
ea
c
h
e
r
s’
e
piste
m
o
logi
c
a
l
b
e
l
i
e
fs
a
nd
th
e
i
r
c
l
a
ssr
oom
pr
a
c
t
i
ce
s
for
tea
c
h
i
n
g
thinkin
g
s
kills.
İ
n
sa
n
v
e
Toplum
B
ili
mle
r
i
A
r
a
ş
t
ı
rmalar
ı
De
rgisi, V
o
l
.
6(3)
,
174
7
-
1
773.
Qua
n
tita
tiv
e
study
K
4
T
ok,
E
.
&
Se
vin
ç
,
M.
(
2010).
T
h
e
e
ffe
c
t
s
of
t
hinking
sk
ills
e
d
u
c
a
tion
o
n
t
he
c
ritica
l
t
hinking
a
n
d
pr
o
b
le
m
s
o
lving
s
k
i
lls
o
f
pre
s
c
hoo
l
t
e
a
c
h
e
r
c
a
ndida
t
e
s
.
Pa
mu
kka
l
e
Ün
i
ver
s
i
t
e
s
i
E
ğ
iti
m F
a
k
ü
lte
si
De
rgisi, V
o
l.
2
7
, 6
7
-
8
2
.
Qua
n
tita
tiv
e
study
K
5
Y
e
n
il
m
e
z,
K
.
(2011)
.
In-se
r
vic
e
a
nd
pr
e
-
se
rvice
m
a
th
em
a
t
i
c
s
t
e
ac
h
e
rs’
opinions
a
bout
t
e
a
c
h
i
ng
o
f
thinkin
g
s
ki
lls.
E
duc
ational
R
e
s
e
ar
c
h
A
ssoc
i
ation the
I
n
t
e
rnational Journal of
R
e
s
e
arc
h
i
n
Te
a
c
h
e
r
E
duc
ation,
V
o
l
.
2
(
3
), 1
7
-
28
.
Qua
n
tita
tiv
e
study
K
6
A
y
d
ın,
F
.
(
2011
)
.
E
va
lu
a
t
i
on
of
h
igh
sc
h
ool
g
e
ogra
phy
c
our
se
i
n
t
e
r
m
s
of
t
hi
nking
s
k
ills
.
Ea
st
er
n
Ge
ographic
a
l Re
vi
e
w
, V
o
l.
25,
162-
18
2.
Qua
n
tita
tiv
e
study
K
7
M
utlu,
E
.
&
A
kt
a
n
,
E
.
(
2011
)
.
O
kul
ö
nc
e
s
i
öğr
e
t
m
e
nle
r
i
n
in
d
ü
şünme
e
ğ
it
i
m
i
ile
i
l
g
ili
tut
u
m
l
a
r
ının
ince
l
e
n
m
e
s
i.
Tü
r
k
E
ğ
itim B
iliml
e
ri De
rgis
i,
V
o
l
.
9
(
4
),
799-830
.
Qua
n
tita
tiv
e
study
K
8
A
sl
a
n
,
S.
(
2017
).
A
n
inve
stig
a
tion
of
p
r
i
m
a
ry
s
c
h
o
o
l
te
ac
h
e
r
s’
p
e
r
ce
ptions
o
f
se
lf-
e
f
fica
cy
towa
rd
s
te
ac
hing
t
h
inkin
g
s
ki
lls
i
n
te
r
m
s
of
s
e
v
e
r
a
l
v
a
r
i
a
bl
e
s
.
P
A
U Egitim
Fak
ü
lt
e
s
i D
e
rgisi,
Vol
.
41,
61-73.
Qua
n
tita
tiv
e
study
K
9
Ü
lge
r
K
.
(2015
)
.
S
a
n
a
t
e
ğitim
inin
d
üşünm
e
be
ce
r
ile
ri
ü
ze
rine
e
tkisi.
Mil
l
i E
ğ
it
im, V
o
l. 206
(
2
)
,
135-14
7.
Qua
n
tita
tiv
e
study
K
1
0
Bay
s
a
l
Z
.
N.
,
Ça
r
ı
kç
ı,
S
.
,
&
Ya
ş
a
r
,
E
.
B.
(
20
16
).
C
la
ssroom
t
ea
ch
e
r
s’
a
wa
r
e
n
e
ss
of
t
ea
c
h
ing
thinkin
g
s
kills
.
E
ğ
iti
mde
N
i
t
e
l A
r
a
ş
t
ı
rm
alar D
e
rgis
i -
J
ournal
of
Qualit
ativ
e
Re
s
e
a
r
c
h
in
Educ
ation,
V
o
l.
5(
1),
7
-
2
8.
Q
u
a
lita
t
i
ve
Study
K
1
1
B
ü
y
ükt
a
ş
k
a
pu
S
o
y
d
a
n
,
S.
&
,
De
re
l
i
,
H
.
M
.
(2014).
A
c
o
m
p
a
r
a
t
i
v
e
ex
a
m
i
n
a
t
i
o
n
o
f
s
t
r
at
e
g
i
e
s
a
i
m
i
ng
t
o
im
pro
v
e
thinki
ng
s
k
il
ls
o
f
c
h
ildre
n
use
d
b
y
pr
e
s
c
hool
t
e
a
c
h
e
r
s
in
d
i
f
fe
re
nt
c
ountrie
s
.
K
a
stam
onu E
ğ
it
im
De
rgisi, V
o
l. 22
(2), 475
-4
9
6
.
Q
u
a
lita
t
i
ve
Study
K
1
2
Akba
b
a
,
A
.
&
K
aya
,
B
.
(201
5)
.
Te
ac
he
rs’
opi
nions
a
bout
c
ogn
iti
ve
s
kil
l
s
de
v
e
lop
m
e
n
t
of
c
hildre
n
a
t
k
inde
r
g
a
r
te
n.
El
e
k
t
r
o
nik
Sosy
a
l B
i
l
i
m
l
e
r
De
rgisi (
E
l
e
c
t
ronic
J
o
ur
n
a
l
of
Soc
ial
Sc
i
e
n
c
e
s
),
Vol.
14
(5
5
)
,
1
4
8
-1
6
0
.
Q
u
a
lita
t
i
ve
Study
K1
3
Do
ğ
an
Al
tu
n,
Z.
&
Ek
in
c
i
V
u
ral,
D.
(
2017)
.
T
hinking
skills
i
n
e
a
r
ly
c
hildhood:
t
ea
che
r
s
’
pe
rspec
tiv
e
.
T
h
e
J
ournal of B
u
c
a
F
a
c
u
lty
of
E
duc
ati
on, Vol
.
44
,
214-224.
Q
u
a
lita
t
i
ve
Study
K
1
4
Akbıy
ı
k,
C
.
&
K
a
l
k
a
n
A
Y,
G
.
(201
4
)
.
Pe
r
c
e
p
tions’
of
P
re
-sc
h
ool
a
d
m
inistra
t
or
s
a
nd
te
ac
h
e
rs
o
n
thinkin
g
s
kills
i
nst
r
uc
t
i
on:
A
c
a
s
e
stu
d
y
.
Ha
c
e
t
t
ep
e Ü
n
iv
ers
i
t
e
si
E
ğ
it
im
F
a
k
ü
l
t
e
s
i De
r
g
i
s
i (H.
U.
J
ournal of E
duc
at
i
on)
,
V
o
l.
29
(
1
)
,
01-18.
Q
u
a
lita
t
i
ve
Study
3.
RESU
L
TS
A
ND DIS
C
U
S
S
I
ON
A
f
ter
t
h
e
ana
l
y
s
es
o
f
1
4
a
rt
i
c
le
s,
2
3
c
o
g
n
it
iv
e
sk
ills
w
e
r
e
fou
nd
a
n
d
l
a
b
ell
e
d
und
er
t
h
e
4
d
i
m
e
n
si
on
s
bu
t
five
c
o
g
n
i
tive
s
k
il
ls
w
e
r
e
n
o
t
inc
l
ude
d
i
n
n
e
i
the
r
[
1
2
]
,
[
1
4],
[19]
,
fra
m
e
w
ork
rela
t
e
d
to
t
h
i
nk
i
n
g
sk
il
l
s
dimesions.
T
hese
d
i
m
ens
i
ons
an
d
c
ogn
it
iv
e sk
il
l
s
are
g
i
v
e
n
i
n
F
igur
e
3.
A
c
cordi
n
g
to
F
igure
3,
2
3
d
i
ffe
ren
t
c
o
gni
ti
ve
s
k
ills
w
e
r
e
use
d
to
d
e
f
ine
th
ink
i
ng
s
kil
l
s.
E
xc
e
p
t
one
stud
y
(K
1)
c
rit
i
cal
t
hi
n
k
i
n
g
(show
n
in
r
ed)
a
n
d
pro
b
lem
s
o
l
v
i
n
g
d
ime
n
si
ons
w
e
r
e
def
i
n
e
d
as
t
hi
n
k
i
n
g
ski
l
l
referr
i
ng
the
st
udie
s
o
f
[
1
2
]
-[14],
[2
7]
.
Cre
a
t
i
v
i
t
y
/cre
a
tive
t
hi
nki
ng
w
as
d
e
f
in
ed
a
n
o
th
e
r
d
i
m
e
n
si
on
o
f
th
ink
i
ng
s
k
i
l
l
s
i
n
t
h
ir
teen
r
e
s
e
a
r
c
hes
(K
2,
K
3,
K
4,
K
5,
K
6,
K
7,
K
9,
K
12,
K
13,
K
14)
[
7],
[2
8]
.
In
t
he
r
esea
rch
repor
t
s
,
dec
i
s
i
on-ma
k
i
n
g
s
ki
ll,
l
a
b
e
l
e
d
a
s
on
e
of
t
he
d
im
en
sion
s
o
f
t
he
t
h
i
nki
ng
sk
ills
i
n
five
r
esea
rche
s
(
K
7,
K
8
,
K
10,
K
11,
K
13).
In
t
w
o
(
K
8
,
K
1
1)
o
f
t
h
e
s
e
fi
ve
s
tud
i
e
s
c
ite
d,
[
2
8
],
i
n
one
(
K
7
)
of
t
h
e
m
cited
[29]
a
ga
in
in
one
(
K
1
0)
o
f
these
fi
ve
s
t
u
d
i
es
c
i
t
e
d
M
c
G
ui
ness
[7]
an
d
in
o
n
e
(
K
1
3
)
o
f
t
h
e
s
e
f
i
v
e
s
t
u
d
i
e
s
c
i
t
e
d
B
u
r
k
e
,
[3
0]
f
or
d
efin
i
ng t
h
ink
i
n
g
sk
i
lls
.
These
four
dime
n
sio
n
s ha
d th
e
h
i
ghe
st
f
r
e
q
u
e
n
c
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
.
J
.
Eval.
& Res.
Educ.
I
S
S
N
:
2252-
88
22
Wh
at are
t
h
e d
i
me
nsi
ons o
f
t
h
ink
i
ng sk
i
l
ls i
n
T
u
rk
ish
lite
ra
t
u
re:
a c
o
n
t
e
n
t
an
a
l
y
s
i
s
study
?
(Y
a
l
ç
ı
n Dilek
l
i
)
11
5
F
i
gur
e
3.
Dim
e
ns
io
ns
o
f
t
h
i
n
k
i
n
g
s
k
ills a
n
d
re
l
a
t
e
d
c
o
g
n
i
t
i
v
e
ski
lls
th
e
t
e
ach
i
ng
Ot
h
e
r
s
k
il
l
s
,
lo
oki
ng
f
o
r
m
e
a
n
i
ng
i
n
t
h
e
st
udi
e
s
c
od
ed
a
s
K
3
,
K
6,
K
8,
K
13,
s
c
i
e
n
ti
fi
c
t
h
i
n
k
i
ng,
c
r
ea
t
i
ve
w
r
i
t
i
n
g
a
n
d
sc
ie
nt
if
i
c
w
r
iti
ng
K
3
,
K
6
,
K
8
,
c
r
ea
ti
ve
p
r
o
b
le
m
so
l
v
i
ng
in
K
3,
K
6,
K
7,
a
nd
K
8
w
er
e
a
cce
pt
ed
a
s
t
h
e
dime
n
s
io
ns
o
f
t
h
i
n
k
i
n
g
s
ki
ll
s
by
c
i
tin
g
t
h
e
def
i
n
iti
on
o
f
t
h
i
nki
ng
s
k
ill
s
[
2
9
]
.
Dat
a
p
ro
c
e
ss
in
g
a
nd
eva
l
ua
ti
n
g
o
p
t
io
ns
(
K
8
,
K
10)
,
imp
l
em
e
n
t
i
n
g
t
h
i
nki
ng
a
n
d
d
e
f
in
in
g
goa
l,
o
b
s
er
va
t
i
o
n
of
t
he
pr
o
c
ess
/
i
m
ple
m
entat
i
o
n
(
K
1
0
)
w
e
r
e
d
ef
ine
d
a
s
t
h
e
c
o
m
p
one
n
t
o
f
t
hi
n
k
i
n
g
s
k
ills
[
7].
Mic
r
o
th
i
n
k
i
ng
s
k
i
lls
(
K
11)
,
conce
p
tua
liz
a
t
i
o
n
(
K
8,
K
11)
w
er
e
la
be
lle
d
as
a
p
a
r
t
of
t
h
i
nk
i
n
g
s
k
il
l
[
2
8]
.
R
a
p
i
d
thi
n
ki
n
g
,
e
f
f
e
cti
v
e
t
h
in
ki
n
g
a
bou
t t
h
e t
o
p
i
c
,
d
et
e
c
t
i
o
n
o
f
t
hi
nki
ng
,
lo
gi
c
a
l
t
h
in
ki
n
g
(
K5) we
re def
ine
d
as
thi
n
ki
n
g
s
k
ills [3
1
]
-
[34]
.
Esta
bl
is
hin
g
c
ause
a
n
d
e
f
f
ect
r
e
l
atio
nsh
i
p
is
o
ne
o
f
t
h
e
o
t
h
e
r
ski
l
l
ac
ce
pte
d
a
s
t
h
in
ki
n
g
s
kil
l
s
(
K
5,
K
10)
[
7]
,
[
3
1
]
-
[
3
4
]
.
A
n
a
l
y
t
i
c
a
l
t
h
i
n
k
i
n
g
w
a
s
d
e
f
i
n
e
d
a
s
o
n
e
o
f
t
h
e
c
o
m
p
o
n
e
n
t
o
f
t
hin
k
i
n
g
s
k
il
l
s
i
n
K
4
[
3
5
]
.
H
i
g
he
r
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 1, March
2
019
:
110
-
1
18
11
6
o
r
d
e
ri
n
g
t
hi
nki
ng
s
ki
ll
s
were
a
c
c
e
p
t
e
d
as
t
hi
n
k
in
g
(a
n
a
ly
z
i
ng
,
sy
nt
hes
i
zi
n
g
a
nd
e
va
lua
t
i
ng)
s
k
i
l
l
s
i
n
one
stud
y
(K
1)
[
36
].
I
n
t
he
se
s
tu
d
i
es,
de
cisio
n
m
akin
g,
o
b
s
erva
ti
on
of
t
he
p
roce
ss,
esta
bl
ish
i
n
g
c
a
u
se
a
nd
effec
t
rela
tio
ns
hip,
d
ata
pr
ocess
i
n
g
,
eva
l
ua
tin
g
o
p
t
ions,
de
fi
n
i
n
g
g
oa
l
ca
ll
ed
a
s
c
o
g
n
i
t
i
v
e
s
k
i
lls
a
nd
c
o
llec
t
e
d
u
n
d
er
the
dec
i
si
o
n
m
aki
n
g
t
h
e
m
e
(K
5,
K
7,
K
8,
K
10,
K
11,
K
1
3
)
.
I
n
ni
n
e
st
udi
es,
t
h
e
r
e
we
ren
’
t
fo
und
a
ny
c
og
ni
t
i
ve
sk
i
l
ls re
l
ate
d
t
o
d
e
cis
i
o
n
m
aki
ng d
o
ma
i
n
.
U
nde
r
t
h
e
pro
b
lem
s
o
lv
in
g
them
e
(sh
o
w
n
i
n
bla
c
k
)
sev
e
n
c
o
g
n
iti
v
e
s
k
i
lls
a
s
da
ta
p
roce
ss
i
ng,
eva
l
ua
tin
g o
p
t
i
ons, sc
i
e
n
tific
t
hi
nki
n
g
, cr
eati
v
e pro
b
l
e
m
so
l
vi
n
g
, implem
e
nt
i
ng t
h
i
n
k
i
n
g
,
prob
lem
so
l
v
i
n
g
a
n
d
d
e
fin
i
ng
g
o
a
l
were
c
o
l
l
e
ct
e
d
(
K
2
,
K3
,
K4
,
K5
,
K6
,
K7
,
K
8
,
K9
,
K
1
0
,
K
1
1
,
K
1
2
,
K
13
,
K1
4
)
.
It
w
as
n
’
t
f
ound
any
te
rm
o
r
c
o
gni
ti
ve
s
k
i
l
l
r
e
l
ate
d
t
o
pro
b
l
e
m
s
olvi
n
g
i
n
o
n
e
s
t
udy
(
K1
).
U
n
d
e
r
c
r
ea
ti
vi
ty/
c
rea
t
i
v
e
thin
ki
n
g
dime
n
s
i
o
n,
(
show
n
in
p
urp
l
e)
f
our
c
ogn
i
t
ive
ski
l
l
s
d
ef
ini
n
g
goa
l
,
c
rea
t
i
v
e
pr
oble
m
s
o
l
v
i
n
g
,
cr
eativ
ity
/cr
eati
v
e
th
ink
i
ng
a
n
d
cr
eati
v
e
w
r
i
t
in
g
w
e
r
e
c
ollec
t
e
d
(
K
3
,
K
6
,
K7,
K
8
,
K
10).
Crea
tiv
i
t
y
or
c
re
ati
v
e
t
h
in
ki
n
g
w
as
take
n
in
t
o
acc
ou
n
t
i
n
f
i
ve
s
tud
i
es
f
or
d
e
f
i
n
in
g
th
i
n
k
i
ng
s
k
il
ls
.
The
rest
t
e
n
s
t
udie
s
d
id
n
ot
i
nc
l
ude
a
n
y
t
er
ms
w
h
ic
h
ma
y
be
r
e
l
a
t
e
d
t
o
t
h
is
s
ki
l
l
.
C
r
itica
l
th
i
n
k
i
n
g
s
ki
l
l
(
sh
ow
n
in
r
e
d
)
w
a
s
fo
und
as
a
m
os
t
com
m
on te
rm
i
n
the
de
fin
i
t
i
o
n
s
of
t
he
t
h
i
nki
ng
s
k
i
l
l
s.
I
n
a
l
l
f
our
t
e
e
n
s
t
u
d
i
es
,
e
l
eve
n
c
o
g
n
i
tive
s
k
i
l
l
s
w
e
r
e
d
i
r
ec
tl
y
or
i
n
d
i
r
ec
tl
y
col
l
ec
te
d
un
de
r
the
c
r
itica
l
t
h
i
n
k
i
ng
sk
i
l
l
s
.
These
c
o
gn
it
iv
e
s
k
i
l
l
s
w
e
re
l
oo
k
i
ng
f
o
r
m
eani
n
g,
h
ig
her
order
i
ng
th
ink
i
ng
(
a
n
a
l
yzi
n
g,
s
y
n
the
s
is,
eva
l
ua
ti
ng)
a
na
ly
t
i
ca
l
th
i
n
k
i
ng
,
l
ogi
c
a
l
t
h
i
nk
ing
,
c
onc
e
p
tu
ali
z
at
io
n
,
h
i
g
h
e
r
order
i
ng
t
h
i
n
king,
c
rit
i
ca
l
t
h
i
n
k
i
ng,
e
sta
b
l
i
s
h
i
n
g
ca
use
a
n
d
e
f
fe
ct
r
ela
t
i
ons
h
i
p,
d
ata
p
r
oc
essi
n
g
,
eva
l
ua
t
i
ng
op
tio
ns,
sc
i
e
n
tific
t
h
i
n
k
i
ng
d
e
fi
n
i
n
g
goa
l
.
I
n
the
de
fin
i
t
i
on
o
f
thi
n
ki
n
g
s
k
i
l
l
s
(
s
how
n
in
b
row
n
)
,
s
ci
ent
i
fic
w
r
itin
g,
m
icr
o
t
h
i
n
k
i
n
g
s
k
ill
s,
r
a
p
id
t
h
i
nk
i
ng,
e
ffec
t
i
ve
t
hi
n
k
i
n
g
abo
u
t
t
h
e
t
opi
c
,
a
nd
d
et
e
c
tio
n
of
t
hi
nki
ng
we
re
l
ab
el
l
e
d
as
t
hi
nki
ng
s
ki
ll
s;
h
o
w
e
v
e
r
,
a
s
t
h
e
se
c
ogn
it
i
v
e
s
k
i
l
l
s
w
e
r
e
n
’
t
d
e
f
i
n
e
d
i
n
d
e
t
a
i
l
,
t
h
e
y
w
e
r
e
col
l
ec
te
d
u
n
d
e
r
t
h
e
e
x
t
r
a
sk
i
l
l
s
the
m
e
(K
3
,
K
5,
K
6,
K
8,
K
11).
U
nde
r
t
h
e
dec
i
s
i
on
m
a
ki
n
g
(
sh
ow
n
in
b
lue)
sk
i
l
ls si
x
sk
ills
w
e
r
e
collec
t
e
d
, but
f
o
u
r of the
m
w
e
re over
l
a
p
pe
d m
o
re
tha
n one
d
ime
n
s
i
o
n
.
Bes
i
de
s,
s
om
e
cog
n
iti
ve
s
k
i
l
l
s
w
e
re
over
l
a
ppe
d
more
t
ha
n
o
n
e
d
i
me
nsi
on.
E
s
t
ab
l
i
sh
i
n
g
c
a
use
a
n
d
effec
t
r
e
l
at
ions
hi
p
w
a
s
share
d
by
tw
o
dime
nsi
ons,
m
a
ki
ng
de
ci
si
ons
a
n
d
c
ritica
l
t
h
i
nk
in
g.
S
cie
n
tific
t
h
i
n
k
i
n
g
sk
i
l
l
w
a
s
shar
e
d
b
y
t
w
o
d
i
m
e
n
s
io
ns,
pro
b
le
m
sol
v
i
ng
a
n
d
c
r
it
ic
a
l
th
ink
i
ng.
D
ata
proce
s
si
ng
a
nd
e
v
a
l
uat
i
n
g
op
tio
ns
w
ere
share
d
b
y
three
dim
e
n
s
i
o
ns
a
s
c
r
itic
al
t
h
i
n
k
i
n
g
,
p
robl
em
s
olv
i
ng
a
n
d
m
a
k
in
g
d
e
ci
sio
n
.
C
re
a
t
iv
e
pro
b
lem
s
o
l
v
i
n
g
w
a
s
la
b
e
l
l
e
d
u
nder
bo
th
c
r
eati
v
ity
a
n
d
p
rob
l
em
so
l
v
in
g.
A
n
d
d
e
f
i
n
in
g
goa
l
w
a
s
s
h
ar
e
d
b
y
fo
ur
d
i
m
ens
i
o
n
s
as
d
e
c
i
s
i
on
ma
ki
n
g
,
c
r
i
t
ica
l
t
h
i
nk
i
ng,
d
ec
is
ion
m
aki
n
g
an
d
cre
a
t
i
v
it
y
.
C
rea
t
i
v
e
wri
t
ing
an
d
cre
a
ti
vit
y
w
ere c
o
llec
t
e
d
u
nde
r
crea
t
i
v
i
ty
d
o
m
a
i
n
.
A
s
i
t
is
s
tate
d i
n
m
any
st
ud
ies
,
d
efini
n
g
th
in
ki
n
g
s
k
i
lls
i
s
s
t
il
l
ver
y
d
i
f
fic
u
lt
an
d
the
r
e
i
s
n
o
c
o
ncre
at
e
idea
c
o
m
m
on
l
y
s
ha
re
d
b
y
m
ost
o
f
t
he
e
xp
e
r
ts
i
n
t
h
e
w
o
r
l
d
[1]
,
[
2],
[6]
,
[
7],
[1
6],
[26]
,
[37].
F
o
r
e
x
am
pl
e
,
Costa def
i
ne
d
fo
ur
m
ain
dim
e
ns
io
ns
a
s
cr
eati
v
ity,
pro
b
lem
so
l
v
i
n
g
,
critic
al
t
hin
k
i
n
g
a
n
d
de
cisi
on
ma
k
i
ng
a
n
d
cog
n
i
t
i
ve
s
k
i
ll
s
for
e
ach
o
f
t
h
em
.
O
n
t
he
o
t
h
er
h
and,
one
m
ore
mai
n
d
i
m
en
si
on
c
all
e
d
sea
r
ch
i
n
g
fo
r
me
ani
ng
l
i
k
ewis
e
cl
a
r
i
f
ica
t
i
o
n
a
n
d
unde
rs
t
a
nd
i
n
g
d
i
men
s
i
o
n
[
1
3
]
,
[
1
4
]
.
T
h
e
s
e
tw
o
fra
m
e
w
o
rks
[29],
w
h
i
c
h
ha
s
m
a
n
y
m
u
t
u
a
l
p
o
i
n
t
s
w
i
t
h
t
h
e
s
e
t
w
o
,
w
e
r
e
g
e
n
e
r
a
l
l
y
a
c
c
e
p
t
e
d
b
y
i
n
T
u
r
k
i
s
h
liter
a
ture.
Th
in
kin
g
s
k
i
l
l
s
in
f
i
v
e
m
a
in
dime
n
s
i
o
ns
a
s
se
arc
h
ing
for
m
eanin
g,
c
r
eati
v
e
th
ink
i
ng,
c
r
i
tic
a
l
t
h
i
n
kin
g
,
p
robl
e
m
s
o
l
vi
ng
a
n
d
d
e
c
i
si
on
mak
i
ng
a
nd
t
hey
ad
d
c
ogn
iti
v
e
s
ki
ll
s;
f
o
r
e
x
a
mp
l
e
,
d
a
ta
p
ro
c
e
ss
i
n
g
u
n
d
e
r
t
h
e
c
r
i
t
i
c
al
t
hi
nki
ng
,
d
e
fi
ni
ng
g
o
a
l
un
der
t
h
e
de
c
i
sion
m
a
k
i
n
g
[
1
3
],
[
14].
H
o
w
e
ve
r,
i
n
Turk
is
h
liter
at
ure
the
s
e
cog
n
i
tive
sk
i
l
l
s
w
e
r
en’
t
c
ol
le
cted
un
der
m
a
i
n
s
k
ills
s
uc
h
a
s
c
r
itica
l
o
r
cr
eat
iv
e
thi
n
ki
n
g
.
Furthe
r
m
o
r
e
,
i
n
K
5
a
n
d
K
1
1
,
w
h
i
c
h
w
e
r
e
b
a
s
e
d
o
n
th
ink
i
ng
s
kil
l
s
for
s
p
e
c
i
al
d
isc
i
pl
ine
s
,
the
n
e
w
c
o
g
n
iti
ve
s
ki
l
ls
s
c
i
e
n
ti
fic
w
r
it
i
n
g,
m
icro
t
h
i
nk
i
ng
ski
l
ls,
ra
p
i
d
th
ink
i
ng,
e
f
f
ec
tive
t
h
i
n
k
i
n
g
,
d
e
tec
t
io
n
t
h
in
k
i
ng
w
e
re
a
c
c
e
p
te
d
a
s
a
p
ar
t
of
t
h
i
nk
i
n
g
sk
i
l
l
s
.
E
x
c
e
p
t
in
one
s
tud
y
(K
1)
c
ritica
l
t
hi
n
k
i
ng
ski
ll
w
a
s
acc
epte
d
th
i
n
k
i
n
g
s
kil
l
s.
I
n
K
1,
a
naly
ses,
s
yn
t
h
e
s
es
a
nd
e
v
al
ua
t
i
o
n
w
e
r
e
ac
cept
e
d
as
t
h
i
nk
i
n
g
sk
i
l
l
s
.
In
f
ac
t
,
t
he
se
c
o
g
n
it
ive
sk
ill
s
a
r
e
a
cce
p
t
e
d
a
s
t
h
e
par
t
o
f
cr
it
i
c
a
l
t
h
i
n
k
i
ng
[3
8].
S
o
,
we
c
an
s
ay
t
hat
al
l
st
udi
e
s
a
c
c
e
p
t
e
d
cri
t
i
cal
t
hin
k
i
n
g
a
s
t
h
i
nk
i
n
g
ski
l
l
.
P
ro
b
l
em
s
ol
v
i
n
g
i
s
t
h
e
mo
st
s
e
c
ond
it
e
m
u
se
d
to
d
e
s
cribe
to
t
hi
n
k
i
n
g
s
k
ill.
T
he
se
t
w
o
f
i
n
d
i
ng
s
are
s
im
ilar
t
o
g
ene
r
a
l
l
y
p
r
e
fer
r
ed
d
escr
ip
ti
o
n
o
f
th
ink
i
ng
s
k
ills.
C
r
eati
v
ity
i
s
a
n
o
t
he
r
ter
m
c
om
monl
y
u
s
e
d
t
o
de
scr
i
be
t
h
i
nk
i
ng
s
k
ills.
A
l
t
h
o
u
g
h
d
e
c
i
s
i
o
n
ma
kin
g
i
s
in
di
ca
t
e
d
as
t
hi
n
k
ing
sk
i
l
l
i
n
t
hr
ee
acc
ep
ted
fra
m
e
wo
r
k
s
[
1
2]-[14],
in
T
ur
ki
s
h
l
iteratur
e
only
five
rese
arc
h
es
d
e
s
cribe
d
d
ec
is
i
o
n
m
a
ki
n
g
a
s
th
ink
i
ng
sk
i
l
ls
.
Instea
d
of
i
nc
l
udi
n
g
d
e
c
i
s
i
on
m
a
k
i
n
g
i
n
t
h
e
descr
i
pt
i
on,
t
he
se
s
t
u
d
i
es
i
nc
l
ude
d
c
o
g
n
it
iv
e
skil
ls
o
f
de
c
i
si
o
n
ma
k
i
ng
s
u
c
h
a
s
da
ta
p
roce
ssi
ng,
d
ef
in
in
g
goa
l.
In
f
our
s
t
u
dies,
l
o
ok
ing
for
me
ani
n
g
w
a
s
de
fine
d
a
s
t
hi
n
k
in
g
s
k
ills
[
14],
[19].
Scie
n
tific
a
nd
c
re
at
i
v
e
w
r
it
i
n
g
w
e
r
e
t
w
o
o
t
h
e
r
t
e
r
m
s
u
s
e
d
t
o
d
e
s
c
r
i
b
e
t
h
i
n
k
i
n
g
s
k
i
l
l
s
[
2
9
]
.
C
r
i
t
i
c
a
l
t
hi
n
k
in
g
an
d
pro
b
l
e
m
s
ol
v
i
ng
w
e
re
t
he
most
t
w
o
t
er
m
s
w
hi
c
h
w
e
r
e
inc
l
ude
d
i
n
t
he
d
efi
n
iti
on
of
t
h
i
nk
in
g
s
k
i
l
ls
a
nd
five
c
ogn
it
i
v
e
sk
i
l
l
s
w
e
r
e
mutua
lly
m
en
t
i
o
n
e
d
i
n
b
o
th
d
i
m
ens
i
ons.
Esta
bl
is
hin
g
c
ause
a
n
d
e
ffe
ct
r
elat
i
onsh
i
p
ski
ll
w
a
s
mutua
l
l
y
col
l
ec
te
d
u
n
d
er tw
o
d
ime
n
s
i
o
n
s as c
ritic
a
l
th
i
nk
in
g a
n
d dec
i
sio
n ma
ki
ng.
D
ata
pro
c
ess
i
n
g
,
e
v
a
l
ua
t
i
n
g
o
pti
o
n
s
,
scie
nt
ific
t
h
i
n
k
i
n
g
a
n
d
defi
n
i
n
g
g
oa
l
c
o
g
n
i
t
i
ve
s
ki
ll
s
w
e
re
l
a
b
elled
under
three
skills
a
s
critical
t
hinking,
dec
i
si
o
n
m
a
k
in
g
a
n
d
pr
ob
lem
so
lv
i
ng
t
h
em
e.
T
hese
s
kil
l
s
w
e
re
s
h
a
r
ed
b
y
t
h
re
e
d
i
me
nsi
o
ns
d
e
p
en
d
i
n
g
o
n
the
aim
.
W
he
the
r
i
ndi
vi
d
u
al’s
a
i
m
i
s
to
d
ec
is
io
n
m
a
ki
n
g
,
pr
oble
m
s
o
l
v
i
n
g
o
r
c
rit
i
ca
l
t
h
in
k
i
ng,
h
e
/
s
h
e
s
houl
d
use
the
s
e
co
gn
iti
v
e
s
kil
l
s.
C
ri
tic
al
t
h
i
n
k
i
ng
is
a
t
t
h
e
t
o
p
i
n
a
l
l
studies.
B
e
cause,
f
o
r
mak
i
ng
d
ecis
i
on,
b
e
i
ng
Evaluation Warning : The document was created with Spire.PDF for Python.
Int.
J
. E
v
a
l
. & Re
s
. Educ
.
IS
S
N
:
2252-
88
22
Wh
at
are
t
h
e
d
i
m
e
ns
i
ons o
f
t
h
i
n
k
i
ng sk
ills in Turkis
h
li
ter
a
ture:
a con
t
en
t
an
a
l
ys
is study
?
(Y
al
ç
ı
n D
ilek
l
i
)
11
7
cre
a
ti
ve
o
r
pro
b
lem
so
l
v
in
g
one
n
ee
ds
t
o
c
o
llec
t
a
n
d
p
ro
c
e
ss
da
t
a
,
esta
bl
ish
c
a
u
s
e
an
d
effect
r
ela
tio
nsh
i
ps
w
h
ic
h
a
r
e
the
bas
i
c
c
ogn
i
t
i
v
e
ski
lls
o
f
crit
i
c
al
t
h
i
nk
in
g.
F
rom
t
h
i
s
respe
c
t
c
rit
i
ca
l
t
h
in
k
i
ng
m
a
y
be
c
al
le
d
as
the
fi
r
s
t
st
e
p
o
f
thi
n
ki
n
g
.
O
t
h
e
r
c
ogn
iti
ve
s
k
i
l
l
s
or
t
h
i
nk
ing
skil
ls
d
ime
n
s
i
on
c
h
an
ge
i
n
re
spec
t
for
t
h
e
aim
.
Nam
e
ly,
t
h
e
differ
ence
o
f
t
h
e
c
ogn
it
i
v
e
sk
ill
s
class
i
fica
t
i
o
n
m
ay
b
e
be
ca
use
of
t
he
r
eac
hin
g
p
o
i
nt
a
t
th
e
end
of
t
he process. The codes, scien
tif
i
c
writ
ing
,
m
i
c
ro
t
hi
nki
n
g
s
k
ills, rapi
d
thi
n
k
i
ng,
e
ffe
c
t
i
v
e t
h
i
n
kin
g
ab
o
u
t
t
h
e
t
o
p
i
c,
d
et
e
c
t
i
on
o
f
thi
nki
ng
,
co
l
l
ect
ed
u
nd
e
r
t
h
e
t
h
e
me
e
xt
ra.
Whe
n
t
hes
e
s
t
udie
s
a
na
ly
z
e
d,
t
hi
s
re
sea
r
ches
foc
u
s
o
n
t
he
v
e
r
y
spec
i
f
ic
a
b
i
l
i
t
y
in
m
ath
d
i
sc
ip
line.
F
ro
m
th
i
s
re
sp
ect
,
it
can
b
e
sa
id
t
h
a
t
t
r
a
n
sfe
r
o
f
t
h
e
s
e
abi
l
i
t
i
es
t
o
d
i
f
f
er
ent d
i
sci
p
line
s
o
r ve
ry spe
cific
are
a
s is po
ss
ibl
e
.
Thi
s
r
esult
is similar
t
o Siegel [39]
.
4.
CONCL
U
S
ION
As
a
c
on
c
l
usio
n
,
d
es
cribi
ng
th
inki
ng
s
ki
ll
a
nd
i
t
s
d
i
m
ensi
o
n
s
g
e
n
era
l
l
y
h
ave
m
u
tua
l
p
oi
n
t
s
w
i
t
h
com
m
on
fram
e
w
o
r
k
s
in
E
uro
p
e
an
d
A
m
eric
a,
but
c
og
n
i
t
i
v
e
s
kil
l
s
r
elate
d
t
o
t
h
in
k
i
ng
s
k
ills
d
ime
n
s
i
o
n
s
w
e
r
e
class
i
fie
d
d
i
ffe
rent
ly
i
n
di
ffe
r
e
n
t
s
t
ud
ies.
T
he
se
d
i
ffe
re
nc
e
s
am
on
g
the
s
e
stud
ies
s
u
pp
ort
fi
na
l
aim
of
t
his
stud
y.
F
urtherm
o
re, som
e
co
gn
i
t
i
v
e
sk
ill
s d
i
ffe
r
en
tia
te
f
or spe
c
i
fic
fie
l
ds i
n som
e
s
tu
die
s
i
n
T
u
rki
s
h
l
iter
a
ture.
REFE
RENCES
[1]
Dilek
l
i,
Y
.
,
“
The
relat
i
o
n
s
h
ip
a
m
o
n
g
t
eachers
'
c
l
a
ss
roo
m
p
racti
ces
f
o
r
t
ea
ch
in
g
t
h
i
nkin
g
s
k
i
lls,
t
eachers
'
s
elf
-
ef
ficacy
t
ow
ards
t
eachi
n
g
think
i
ng
skills
a
nd
t
each
ers'
t
eaching
s
t
yl
es
,”
Un
pu
bl
is
he
d
Ph
D.
D
isse
r
t
a
tio
n,
Ba
l
ı
kesi
r
Universit
y
,
T
u
rk
ey
,
2
01
5.
[2]
Dilek
l
i,
Y
.
and
Tezci,
E.,
“Th
e
r
el
ati
o
n
s
h
i
p
am
o
n
g
teach
e
r
s
’
c
l
as
sro
o
m
practices
f
or
t
eachin
g
t
h
i
nkin
g
s
k
ills
,
teach
ers’
s
elf
-
e
fficacy
t
o
w
ard
s
t
eachi
ng
thin
king
sk
ills
a
nd
t
e
ach
ers’
t
eachin
g
styles
,”
Thinking Skills
and
Creativ
i
t
y
,
v
o
l
.
21,
p
p
.
1
44-1
5
1
, 2
01
6.
[3]
Dilek
l
i,
Y
.
and
Tezci
, E., “
A
d
a
p
t
ati
on o
f
t
eachers
’
self
-
effi
ca
cy t
ow
ards teachi
n
g thi
n
ki
ng
skills
scale into
E
nglish,”
J
o
urna
l
o
f
Edu
c
a
t
ion
an
d Tra
i
ni
ng
Stud
ie
s,
v
o
l.
6
(1
1),
pp
.
26
0-270
,
2
0
1
8
.
[4]
Baum
fiel
d
,
V
.
a
n
d
O
b
ers
k
i,
I
.,
“
Wh
at
D
o
Teach
e
r
s
T
h
i
nk
abo
u
t
Th
in
k
i
ng
S
kill
s?
”
Qua
l
i
t
y As
su
r
a
n
ce i
n
E
d
u
c
ation,
v
o
l.
6
(1
), p
p.
44
–
5
1
,
1
99
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[5]
Hashim,
H
.
,
“
Mal
a
ysi
a
n
t
e
a
c
hers
’
attit
ude
s
,
competenc
y
a
nd
pra
ctices
i
n
t
eachi
ng
t
h
i
n
k
i
ng
,”
Int
e
llect
u
a
l
Di
scour
s
e
,
v
o
l
. 1
1(1),
pp
.
27
-50
,
2
004
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[6]
Jo
h
n
s
o
n
,
S
.
,
“Teachi
n
g
Th
in
ki
n
g
S
ki
ll
s.
(
Ed.
W
i
n
c
h
,
C
.
)
,”
Te
a
c
hing
Th
ink
i
ng
: K
e
y
De
ba
te
s
in
Ed
uc
a
t
ion
a
l
Po
lic
y
,
pp
.
1
09-1
1
2
, L
o
n
don
.
UK:
C
ontiniu
m
P
r
ess
,
2
01
0
.
[7]
M
c
G
u
i
n
n
e
s
s
,
C
.
,
“
F
r
o
m
T
h
i
n
k
i
n
g
S
k
i
l
l
s
t
o
T
h
i
n
k
i
n
g
C
l
a
s
s
r
o
o
m
s
,
”
Df
EE
P
ublicati
ons
,
N
o
t
t
i
ngha
m
:
UK.
[
Onli
ne
]
[Ava
ila
ble
]
,
h
t
tp
s:/
/
ww
w.e
d
uc
a
t
io
n.g
o
v
.
uk
/p
ub
lic
a
t
io
ns
/
sta
n
da
r
d/
p
ublicatio
nDet
ail/P
age1
/RB1
15,
1
999
.
(Acces
sed:
26
.
11.2
017
).
[8]
On
os
ko,
J
.J
.,
“
Barriers
to
t
he
p
rom
o
ti
on
of
h
i
gher-o
r
der
t
h
in
ki
n
g
i
n
s
o
ci
al
s
tu
d
i
es
,”
T
h
eo
ry
&
R
e
s
e
ar
ch in
So
cial
Educat
ion,
vo
l.
19(4
)
,
p
p.
3
41
-3
6
6
,
1
99
1.
[9]
Re
snic
k
,
L
.
B
.,
Ne
ste
d
l
e
a
r
ning
s
yste
ms
f
or
t
h
e
t
hink
in
g
c
u
rr
ic
ul
u
m
,
Edu
c
at
io
na
l
Re
se
a
r
c
h
e
r
,
vo
l.
3
9
(
3),
p
p
.
18
3–
19
7,
201
0.
[10]
Chan
g,
S
.
C
.,
“
Ag
nes
Im
p
l
em
entati
on
o
f
t
h
e
‘Thin
k
i
ng
S
c
ho
ol
s,
L
e
arnin
g
N
at
io
n
’
i
n
i
t
i
a
t
ive
in
S
in
gapo
re,”
J
o
ur
na
l
of
So
u
t
hea
s
t Asian
E
duca
t
i
o
n
, v
o
l
. 2
(1),
p
p.
3-4
1, 2
00
1.
[11]
S
i
m
,
W
.K.
,
“Som
e
Th
ou
ghts
on
‘
Tho
u
g
h
tful
S
ch
oo
ls
’
in
B
ru
nei
Dar
us
sal
a
m
,
”
J
o
urn
a
l
of
So
uthe
ast
Asia
n
Educat
ion,
v
ol
. 2
(1
),
p
p.
6
6-8
4
,
2
0
0
1
.
[12]
Co
sta,
L.
A.
,
D
e
velo
p
in
g Min
d
s
:
A
reso
u
r
ce bo
ok
f
o
r tea
c
hin
g
thin
ki
ng
.
A
S
CD.
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e
l
bou
rne.
AU.
2001
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[13]
McGuin
ness,
C
.,
E
a
k
i
n
,
A
.
,
C
ur
ry
,
C.,
Bu
n
t
i
n
g,
B
.
&
Sh
eeh
y,
N
.,
“
AC
T
S
II
Sus
t
ainab
l
e
t
h
i
nking
c
l
a
ss
rooms,”
Queen’s Uni
versit
y
Belfast
,
20
03
.
[14]
S
w
artz,
R.
a
nd
P
ark
s
,
S
.,
“
I
nf
usin
g
th
e
teach
ing
of
c
ri
tical
a
n
d
creat
iv
e
thi
nkin
g
i
n
t
o
con
t
en
t
in
s
t
ructi
o
n
,
”
Paci
fi
c
Grove, C
A
: Cr
itical
Th
i
n
king
&
S
o
ftware,
1
9
9
4
.
[15]
Go
kh
ale,
A
.
A.
,
“
C
ollab
o
rati
ve
L
earni
ng
E
nhan
c
e
s
C
riti
cal
T
h
i
nk
in
g,
”
J
o
urn
a
l o
f
Te
c
h
no
lo
gy
Edu
c
atio
n
,
v
o
l
.
7
(1
),
pp
.
2
2-30
,
1
9
9
5
.
[16]
F
acio
n
e,
P
.
A
.
,
“
C
ritical
t
h
i
n
k
i
n
g:
A
s
ta
t
e
m
e
n
t
o
f
exp
e
rt
c
ons
e
ns
us
f
or
p
u
r
po
ses
o
f
e
du
cati
onal
as
ses
s
m
e
nt
a
n
d
in
s
t
ructi
o
n
,
Res
e
a
rch
F
i
n
d
i
ngs and Reco
mm
en
dation
s,
”
Amer
ican Philosophical A
ssociat
i
o
n
, Newa
r
k
, De
l
.
1
9
9
0
.
[17]
Do
ğan
,
N
.,
“
M
easu
r
ing
the
critical
t
hi
nkin
g
(
Ele
ş
tire
l
d
ü
ş
ün
me
ni
n
ölç
ü
l
m
e
s
i)
,”
Ci
t
o
E
ğ
it
im
:
K
u
ra
m
v
e
U
y
gu
la
m
a
,
vo
l.
22,
p
p
.
2
9-42,
2
01
3.
[18]
Se
me
rc
i,
N
.
,
“
T
h
e
de
ve
lop
m
e
n
t
of
c
rit
i
c
a
l
t
h
i
n
k
i
ng
d
isp
o
s
i
t
i
on
sc
al
e
(CTH
D):
Study
o
n
th
e
revi
si
on
of
v
al
idity
a
n
d
reli
abili
t
y
,
”
In
ter
n
a
t
i
ona
l
P
e
ri
odical
fo
r
t
h
e L
angu
ag
es,
Li
ter
a
ture a
n
d
Histo
r
y
o
f
T
u
rk
is
h or T
u
rkic,
v
ol
.
11
(1
9)
,
pp
.
7
25-7
4
0
,
2
0
1
6.
[19]
Mc
Guin
ne
ss,
C
.
,
E
a
k
in
,
A.,
C
u
rr
y,
C
.
,
B
un
ti
ng
,
B.
&
S
he
e
h
y,
N
.,
“
Build
ing
Think
i
ng
S
kills
i
n
Thinking
Classrooms
:
A
CT
S
in
N
orthe
r
n
Ire
l
a
nd,”
[
O
n
line
]
[
Avai
lable
]
,
ht
tps://w
w
w
.
rese
arch
gate.
n
et/
p
u
b
l
i
cati
on/2
283
74
16
5_
Bu
il
d
i
ng
_
t
h
i
nki
n
g_skills_
i
n_thi
nking_c
l
a
s
s
ro
oms_AC
TS_in
_N
orth
ern_
Ireland
, 2
01
4. (A
ccess
e
d:
26.11
.20
1
7
)
[20]
Dilekl
i,
Y
.
,
“
T
h
e
relat
i
onship
s
between
c
riti
cal
t
hinking
s
ki
ll
s
a
n
d
le
a
r
n
i
ng
s
ty
le
s
of
g
i
f
te
d
stu
d
e
nts,
”
Eu
ro
pean
Jou
r
n
a
l o
f
Ed
ucat
io
n
Stu
d
i
e
s
, vo
l
.
3 (4
)
,
p
p
. 6
9-9
6
, 20
1
7
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 1, March
2
019
:
110
-
1
18
11
8
[21]
Dem
i
r,
M
.
K.,
“T
he
r
es
earch
o
f
f
o
urt
h
a
nd
fif
t
h
grade
pri
m
ary
s
cho
o
l
stud
ent
s
c
riti
cal
t
hin
k
in
g
lev
e
ls
i
n
s
o
ci
a
l
st
udies
l
esso
n
s
acco
rdi
ng
t
o
d
iff
e
ren
t
v
ari
a
bles
,
(İlk
öğretim
d
ö
r
düncü
ve
b
eş
in
ci
s
ınıf
ö
ğrenci
leri
n
i
n
so
syal
b
il
g
i
ler
ders
lerin
d
e
e
l
eştirel
d
ü
ş
ü
n
m
e
d
üzeyl
e
rin
i
n
çeşi
t
li
d
eğiş
ken
l
er
açı
sı
ndan
in
celenm
e
si),
”
Ins
t
i
t
ute
o
f
E
d
u
cati
o
n
a
l
Sc
ie
nc
e
,
G
a
zi
Un
i
v
e
r
s
i
t
y
,
An
ka
r
a
,
Unp
u
b
lishe
d
PhD.
D
isse
r
t
a
t
io
n, 2
00
6.
[22]
M
o
rzano
,
R
.
J.,
“
D
im
ensio
n
s
of
t
hink
ing
:
a
framew
o
rk
f
or
c
urric
ulum
a
n
d
i
n
s
tru
c
tion
,”
As
soci
a
tion f
o
r S
u
p
e
r
v
ision
an
d Cu
rricul
u
m
Devel
op
ment
,
A
l
ex
andri
a
,
V
a
.
1988
.
[23]
But
t
erwo
rth
,
J
.
an
d
T
h
wai
t
es,
G.,
“T
h
i
nki
ng
s
kills
c
rit
i
cal
t
hi
n
k
ing
and
pro
b
l
e
m
sol
v
i
ng,
”
C
a
mb
ridg
e
Un
iv
e
r
s
i
ty
Pr
ess Cambri
dge
,
CB2
8
RU,
U
K
,
2
013.
[24]
S
m
it
h
,
G
.
F.,
“
B
eyo
nd
crit
ical
t
h
i
n
k
i
n
g
an
d
decis
i
o
n
m
ak
in
g
:
T
e
achin
g
bu
si
ness
s
tu
den
t
s
ho
w
to
t
hi
nk,
”
J
o
urna
l o
f
Man
a
g
e
m
e
n
t
Ed
uc
a
t
io
n,
vo
l
.
27
(
1
),
p
p.
2
4-5
1
,
20
03
.
[25]
Du
sch
l
,
R.A
and
W
r
ig
h
t
,
E.,
“A
case
st
udy
o
f
h
i
g
h
s
ch
ool
t
eache
rs’
dec
i
sio
n
m
a
k
in
g
m
o
d
e
ls
f
o
r
p
la
n
n
in
g
a
nd
teach
ing
s
c
i
e
nce,”
J
o
u
r
n
a
l
of
Re
s
e
arc
h
in S
c
ie
n
c
e
Te
ac
hing
vo
l
.
2
6
(
6), p
p.
46
7
-
50
1, 19
8
9
.
[26]
Hs
ieh,
H
.
and
Sh
anno
n,
S
.
E.
,
“T
hree
ap
pro
ach
e
s
to
qu
ali
t
a
t
i
v
e
c
ont
ent
anal
ysis
,”
Q
ualit
ative H
e
a
l
th Res
e
ar
ch,
vo
l
.
15
(9),
p
p.
1
2
7
7
-
128
8,
2
0
05.
[27]
Özden
, Y.
,
L
e
ar
ning
an
d
Te
a
c
hi
n
g
(Ö
ğ
ren
m
e ve
Ö
ğ
re
tm
e
)
, An
k
a
r
a:
P
e
g
em
Yay
ınları, 19
9
7
.
[28]
Bey
e
r, B.
K
.
,
Pract
i
cal
S
t
ra
tegies
fo
r t
h
e T
e
a
c
hi
ng
of
T
h
i
n
kin
g
,
A
l
l
y
n
a
n
d
B
aco
n,
N
eto
n
.
M
A
,
1
987.
[29]
Özden
, Y.
,
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e
ar
ning
and
Teachi
ng (
8
.
Edition
)
(
Ö
ğ
ren
m
e ve Ö
ğ
retm
e ,8
.
Bas
ı
m)
.
A
nk
ara:
P
eg
em
A
kad
e
m
i
,
200
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[30]
Burk
e,
L
.
A
.,
Wi
lliam
s
,
J.
M
.,
a
n
d
S
k
i
n
n
er,
D.,
“
T
eachers’
p
erc
ept
i
on
o
f
think
i
ng
ski
lls
i
n
primary
curri
cul
u
m,”
Research in E
d
u
c
ati
o
n,
vo
l. 7
7,
p
p
. 1-1
3,
20
0
7
.
[31]
Yenilmez,
K
.
,
a
nd
Eki
n
c
i
,
A.,
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ttitudes
o
f
m
athemati
cs
a
nd
p
ri
m
a
ry
s
cho
o
l
teach
e
r
s
abo
u
t
teac
h
i
ng
o
f
th
i
nkin
g
sk
il
ls
a
n
d
e
ff
ect
o
f
g
r
ad
uat
e
e
d
u
cat
io
n
on
t
hes
e
s
ki
ll
s
(S
am
p
l
e
o
f
Eskiş
e
hi
r)
,”
II.
G
r
a
d
u
a
te
E
d
u
c
ati
on
Symp
os
ium,
Mar
mara
Univ
e
r
sity
,
Ins
t
i
t
u
t
e
o
f
Edu
c
at
ion
a
l
Sc
i
e
nc
e
s
,
2
6
–
2
8
S
e
pte
m
be
r 20
05
, Is
t
an
b
u
l, 2
00
5
.
[32]
Serd
ar,
B.,
Secon
d
a
r
y s
c
hoo
l t
e
ach
e
rs
’ a
t
t
i
t
u
d
e
s a
nd o
p
i
n
i
ons
t
o
war
d
s
ena
b
li
ng
st
ud
ents ha
ve sc
i
e
ntifi
c
th
in
k
i
n
g
,
Un
pu
bli
s
h
e
d MA
th
e
s
i
s
, A
f
y
o
n
K
ocat
epe U
n
iv
ersity
, A
f
y
o
n
k
arahi
s
a
r,
1
9
98.
[33]
Hayran
,
İ.,
El
e
m
en
ta
ry sch
ool
teach
e
rs
’
o
p
i
n
i
o
ns
on t
h
i
n
kin
g
ski
l
l
and
its
op
e
r
at
io
n
s
,
Unp
ubli
s
h
e
d
M
A
t
h
e
sis
,
Af
y
on
Ko
c
a
t
e
pe
U
ni
versity
,
A
f
y
o
nkarah
i
s
a
r,
2
0
0
0
.
[34]
Emer,
A.,
P
r
i
m
a
r
y
scho
ol
t
e
ach
e
rs’
op
inio
ns abo
ut t
e
achi
ng
t
h
i
n
kin
g
ski
l
l
(
A
c
a
se
of
Izmir)
,
U
np
ub
lishe
d
MA
thesis,
Eski
şehi
r
Osmangazi
U
niv
e
rsity
, Esk
işe
h
ir,
20
07
.
[35]
Ste
r
nb
e
r
g
,
R
.
J
.
ve
G
rig
o
re
nk
o,
E
.
,
T
e
a
c
hi
ng
T
h
i
n
ki
ng
fo
r
Su
cc
es
sf
u
l
In
t
e
ll
ig
enc
e
,
U
.S
.A.:
S
k
y
L
i
g
h
t
P
ro
f
e
ss
i
o
nal
De
ve
lo
pme
n
t, A
rling
t
o
n
H
e
i
g
h
ts
, 2
00
0.
[36]
New
m
an
,
P.
M
.,
“
H
i
gh
er
o
rd
er
t
hi
nk
i
n
g
i
n
t
eachi
n
g
s
o
cial
s
tu
d
i
e
s
:
A
r
a
t
i
o
n
a
l
e
f
o
r
t
h
e
a
s
s
e
s
s
m
e
n
t
o
f
c
l
a
s
s
r
o
o
m
th
ou
ghtf
u
l
n
es
s,
”
Jo
ur
na
l o
f
Cu
rricu
l
um S
t
udies,
v
o
l.
2
2
,
p
p.
41-56,
1
9
90.
[37]
Yen
i
pı
nar,
Ş
.
and
A
k
g
ün,
N
.
,
“S
trate
j
ik
Y
ön
e
t
im
i
n
İ
lk
öğ
ret
i
m
Ku
rumları
n
d
a
U
yg
ulan
m
a
sı
,
”
Ab
an
t
İ
z
z
et Ba
ysa
l
Üniversit
e
s
i
E
ğ
itim Fakül
t
es
i
Dergi
s
i
,
v
ol.
17
(2),
pp.
1
0
3
9
-
106
0,
20
1
7
.
[38]
Ku
rnaz,
A
.
,
Tea
c
hi
ng critical
thi
n
king wit
h
ac
t
i
viti
es
(
E
t
k
inl
i
kl
er
le dü
ş
ün
meyi
ö
ğ
re
tm
e
)
,
K
on
ya:
Eği
t
im
Y
ayı
n
evi,
20
11
.
[39]
S
i
eg
el,
H.,
“On
Think
i
ng
Skill
s,
”
T
e
ach
i
ng
T
h
i
n
ki
ng: Key D
e
bat
es i
n
E
duca
t
i
onal
Po
l
i
cy
,
pp
.
8
7
-
90
(
E
d
.
W
i
n
c
h,
C.
).
L
on
don:
U
K
Continium
P
r
ess
,
2
0
10.
Evaluation Warning : The document was created with Spire.PDF for Python.