Taktiksel Oyun ve Doğrudan Öğretim Modellerinin Öğretmen Adaylarının Eleştirel Düşünme Eğilimleri ve Becerilerine Etkisi

Abstract

The aim of this research is to determine the effect of Tactical Game and Direct Instruction Models on increasing the critical thinking dispositions and skills of pre service physical education teacher‘. The research group consisted of 87 (Experiment I n=30, Experiment II n= 33, Control n= 24) physical education teacher candidates studying at two different universities in the Black Sea Region in the fall semester of the 2019-2020 academic year. In the study, mixed methods pattern with embedded quasi-experimental pretest-posttest control group was used. Quantitative data collection tools are the Turkish versions of the California Critical Thinking Dispositions Scale (CCTDI) and the California Critical Thinking Skills Test (CCTST). Qualitative data were obtained through student reflective diaries and semi-structured interviews. In the analysis of quantitative data, descriptive statistics MANCOVA and ANCOVA and t- test techniques in dependent groups were used. Descriptive analysis method was used in the analysis of qualitative data. In the MANCOVA results, significant differences were found in favor of the Experimental I group in both critical thinking dispositions and critical thinking skills post-test total scores. In the ANCOVA results, critical thinking dispositions were in favor of the TOM group in inquisitiveness, analyticity and total scores, and in favor of the DOM group in the Maturity sub-dimension. Significant results were found in favor of the TOM group in critical thinking skills analysis, inductive reasoning and total scores. According to the descriptive analysis results; 17 critical thinking components were found under the main themes of "thinking orientation, thinking skills, solution suggestions and learning outcomes" and as a result of individual interviews, evidence was obtained that physical education teacher candidates' teaching with TOM contributes to critical thinking. As a result; Based on the evidence obtained for critical thinking and the changes observed, it can be said that 16-hour TOM lessons have shown successful results in developing the critical thinking dispositions and skills of physical education teacher candidates.