HIGH LEVEL THINKING EDUCATION IN MOTHER TONGUE TEXTBOOKS IN TURKEY AND FRANCE

Abstract

Author(s): Canan ASLAN

The objective of this study is to comparatively examine whether questions in Turkish and French mother tongue textbooks improve high level thinking skills of students. The questions were examined by use of content analysis method in accordance with Haladyna’s classification giving weight to high level thinking skills. The study showed that French and Turkish textbooks contain the “Understanding” subcategory the most. In the textbooks of both countries, the numbers of questions for the improvement of “Critical Thinking” skills are at close proportions, whereas the rate of questions for the improvement of “Problem Solving” skills is quite low. While French textbooks contain adequate and functional questions for the improvement of “Creativity” skills, Turkish textbooks were found to be poor in this respect.

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