AN INVESTIGATION OF LEARNING MODELS, LEARNING ENVIRONMENTS AND TEACHER BEHAVIOUR IN TERMS OF CRITICAL THINKING

Abstract

Author(s): Davut HOTAMAN

Societies continue their existence by educating their young individuals according to changing facts. Societies that adopt this phenomenon always provide social advantages in science, technology, art, literature and other fields by organizing the education system accordingly. In doing so, they try to raise individuals with these qualities by correctly identifying the human qualities required by the age. Societies aim to raise entrepreneurial and leading individuals with high communication power that not only learn, but also reproduce and develop the information they learn, and not only think but also make thinking a lifestyle. In the process of raising the young individuals in question, although the family and the society are effective, the education that is defined as deliberate cultivation and the teachers who are its operators play the leading role. Education systems benefit from all principles and findings of learning psychology in the process of raising defined individuals. Interest in critical thinking has increased in parallel with the problems faced by societies, and has been the area of interest of educators and psychologists. It is one of the indispensable basic individual skills, especially for the century we live in. The aim of this study is to examine the contribution of “learning theories” in order to influence the development of the “critical thinking skill” that all societies have agreed on in recent years. This study, conducted by scanning the literature, has a theoretical quality. Starting with the behaviourist theory, which is the oldest theory that explains learning, the contributions of cognitive, information processing, gestalt, neurophysiological, constructivism and humanistic learning theories, learning experiences and teacher behaviours to the development of critical thinking are emphasized.

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