CRITICAL THINKING AND THE THEATCHER CANDIDATES OF RELIGIOUS CULTURE AND MORAL EDUCATION (Celal Bayar University Faculty of Theology An Example of the First Year Students)

Abstract

Author(s): Hacer Â?IK EV

The purpose of this study, conducted in first grade teacher candidates ?DKAB Education Department Faculty of Theology to gauge their level of critical thinking dispositions and try to reveal how much they contribute with their primary and secondary school teachers or IHL Religion Culture Moral Information / A?HL profession of teachers in the development of critical thinking skills.

In this research the use of descriptive scanning model of teacher candidates levels of critical thinking dispositions involved with California Critical Thinking Disposition Inventory (CEDEÖ-T) with the help of the Turkish version of the candidates or IHL Religion and Ethics Information / A?HL teachers contribute to the development of critical thinking skills, whether as qualitative (open-ended questions) were studied to determine.

SPSS 20.0 assessed by the analysis of data t-test, Scheffe post hoc test and LSD post hoc test were applied, analysis of variance performed, pearson product moment correlation coefficients were calculated and interpreted data was evaluated.

In the study, the results are as follows:

? Religious Culture And Moral Education (RCME) candidates have a tendency to think critically in medium or high levels at search of the right sub-dimensions rather than other ones.

? All variables are effective at the level of critical thinking dispositions.

? It was observed as the university entrance scores goes high search for the truth, analyticity, and inquisitiveness systematicty scores fall.

? A portion of teacher candidates think that IHL Religion Culture Moral Information / A?HL profession of teachers contribute to the development of their critical thinking skills in a fraction of thinking and some of them do not think that they have any contribution.

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