A Comparative Study on Critical Thinking in Education: From Critical Reading Attainments to Critical Listening Attainments

Gülten Erkek, Zekerya Batur

Abstract


The importance of this study is to contribute to the development of curriculums and materials to be prepared for Turkish course in order to serve the needs of the era by creating a critical listening attainment list from the philosophy of the national curriculum and from the education programs of countries which are considered successful internationally. In the literature, there have been very few studies on critical listening skills. In addition, in the educational programs of the countries, there is a lack of achievements in listening skills, especially in critical listening skills. Besides, there is no mention of exams that measure critical listening skills. It is stated in the literature that reading and listening skills are understanding-based skills that serve the same purpose. Therefore, in this study, the attainments of the countries towards reading skills were examined and adapted to listening skills. A draft form was created on the basis of opinions of the experts in the field and a critical listening attainment list was created. It is believed that the “Critical Listening Attainment Framework”, which was created with the aim of improving students’ critical listening skills, will contribute to the field of education.

Keywords


Turkish, Critical Listening, Curriculum, Attainment

Full Text:

PDF

References


Ahioğlu-Lindberg, E. N. (2011). Piaget and cognitive development in adolescence, Kastamonu Education Journal, 19(1), 1-10.

Altbach, P. & Knight, J. (2007). The internationalization of higher education: Motivations and realities. Journal of Studies in International Education, 11(3/4), 290-305.

Apaydın, Ç. (2011). Singapore Education System. In A. Balci (Ed.). Comparative education systems (pp. 513-530). Ankara: Pegem.

Arıcı, A.F. (2012). Reading education. Ankara: Pegem.

Arıcı, Ö & Altıntaş, Ö. (2014). An ınvestigation of the PISA 2009 reading literacy in terms of socio-economical backgrounds and receiving pre-school education “Turkey Example”, Ankara University Journal of Faculty of Educational Sciences, 47(1), 423-448.

Aytekin, G. K. & Tertemiz, N. I. (2018). The results of PISA (2003-2015) examining the scope of the education system and economic indicators: The Case of South Korea and Turkey, Kirsehir Ahi University Education Faculty, 19(1), 103-128.

Bal, B. & Başar, E. (2014). Comparison of cross-level transition systems in terms of education systems in Finland, Germany, Singapore and Turkey, International Congress on transition between stages and new models in education from the foundation to the present day, Antalya: Atatürk Research Center, 569-602.

Balli, A. G. & Inke, H. (2017). Based on the results of the PISA 2015 survey an assessment of training for the last 20 years in Turkey. V. Anadolu International Conference in Economics, May 11-13, Eskisehir, Turkey.

Batur, Z. & Alevli, O. (2014). Evaluation terms of proficiency the PISA reading comprehension of reading skills course, Research in Reading & Writing Instruction, 2(1), 22-30.

Batur, Z. (2014). teaching mother tongue as a means of socialization: themes and codes for socialization in mother tongue lesson books (In Turkish and German Example), Education and Science, 39(171), 166-179.

Birbiri, D. & Ayer, G. (2013). The comparison of Turkey with Singapore educational philosophy. Term Thesis, Kocaeli, Department of Educational Sciences, Institute of Social Sciences, Kocaeli University.

Crossley, M. & Watson, K. (2003). Comparative and international research in education: globalisation, context and difference. London: Routledge Falmer.

Çifci, M., Erkek, G & Ellialtı, M. (2018). The comperatıve analysıs of an Englısh and a Turkısh seventh grade textbooks ın terms of acquısıtıons, book fıctıons and process maps, The Journal of Academic Social Sciences, 6(84), 537-554.

Demirtaş, T. (2013). Finnish Language and Literature Teaching Program. H. Yaman (Ed.). Mother tongue teaching in the world-program studies (pp. 245-270). Ankara: Pegem.

Deniz, L. & Yılmaz, M. (2018). Master students vıews toward the contrubıtons of theır master programs to theır achıevements based on the natıonal qualıfıcatıons framework for master level educatıon ın Turkey: Marmara Unıversıty educatıonal scıences ınstıtute sample, The Journal of Academic Social Sciences, 6 (80), 62-91.

Dewey, J. (1930). Human natüre and conduct. New York: The Modem Library.

Doğan, Y. (2016). Listening education. Ankara: Pegem.

Ediger, M. (2002). Listening and the Language Arts. Educatıonal Resources Informatıon Center (ERIC)

Ekiz, D. (2015). Scientific Research Methods, Ankara: Anı.

Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In J. B. Baron & R. S. Sternberg (Eds.), Teaching thinking skills: Theory and practice. New York: W. H. Freeman.

Erdoğan, İ. (2003). Comparative education: a field that should be considered within Turkish educational sciences, The Journal Of Turkish Education, 1(3), 265-282.

Facione, P. A. & Facione, N. C. (1992). The California critical thinking dispositions inventory. Milbrae, CA: California Academic Press.

Harris J. A. & Sıpay R. E. (1971). Effective Teaching Of Reading, David McKay Com. Inc. New York

Hiner, A. (2016). Critical listening: The key to effective communication, Winthrop University, http://www2.winthrop.edu/login/uc/hmxp/files/CriticalListening-Hiner-2016.pptx.

Karadağ, Ö. (2012). a crıtıcal look at turkısh currıculum (6,7 and 8th grades) in accordance wıth comprehensıon abılıtıes, CU The Journal of Social Sciences, 36(1), 97- 110.

Kaytan, E. (2007). Turkey, Singapore and comparison of the mathematics curriculum England (Master’s Thesis). Hacettepe University, Institute of Social Sciences, Ankara.

Levent, F. & Yazıcı, E. (2014). Examination of factors affecting success of Singapore education system, Journal of Educational Sciences, 39, 121-143.

Lipman, M. (1988). Critical thinking – what can it be? Educational Leadership, 46(1), 38-43.

Mckee, J. S. (1988). Impediments to implementing critical thinking, Social Education, 52, 444-446.

McPeck, J. E. (1990). Teaching critical thinking. New York: Routledge.

Melanlıoğlu, D. (2011). The evaluation of primary school Turkish curriculum in terms of “listening types”, Inonu Unıversıty Journal Of The Faculty Of Educatıon, 12 (S), 65-78.

MNE (2015). PISA 2003 International Student Assessment Project, National Final Report. Education Research and Development Department Publications. Ankara

MNE (2006). Secondary school Turkish course curriculum and guidebook (6, 7, 8. Grades), Ankara: Directorate of State Books.

Norris, S. P. (1992). Testing for the disposition to think critically. Informal Logic, 2(3),157-164.

Norris, S. P. & Ennis, R. H. (1989). Evaluating critical thinking. Pacific Grove, CA: Midwest Publications.

Nosich, G. M. (2018). A guide for interdisciplinary critical thinking, Ankara: Anı.

Özbay, M. (2011). Special teaching methods in Turkish 1, Ankara: Öncü

Özbay, M. (2005). Voice-related concepts and speech. The Journal of National Education, 168, 116-125.

Özbay, M. (2003). Evaluation of target-vehicle relationship in Turkish education in the case of textbook. TÜBAR-XIII, 59-69

Özenç, B. & Arslanhan, S. (2010). An assessment of the PISA 2009 results, TEPAV (Economic Policy Research Foundation of Turkey) Evaluation Note.

Özkan, E. A. (2006). A comparative study on mathematics education programs of Turkey, Belgium (Flemish), and Singapore (Master Thesis). Hacettepe University Institute of Social Sciences Institute of Educational Sciences Department of educational programs and teaching science, Ankara.

Paul, R. W. (1990). Critical thinking: What every person needs to survive in a rapidly changing world. Rohnert Park, CA: Center for Critical Thinking and Moral Critique, Sonoma State University.

Perkins, D. N., Jay, E. & Tishman, S. (1993). Beyond abilities: A dispositional theory of thinking. Merrill-Palmer Quarterly, 39(1), 1-21.

Resnick, L. B. (1987). Education and learning to think. Washington, DC: National Academy Press.

Sezgin, F. & Çalık, T. (2005). Globalization, information society, and education, Kastamonu Journal Of Education, 13(1), 55-66.

Şahinel, S. (2002). Critical thinking. Ankara: Pegem.

Şenşekerci, E. & Bilgin, A. (2008). Critical thinking and its teaching, Uludağ University Faculty of Arts and Sciences Social Sciences Journal, 9(14), 15-43.

Taube, K. T. (1995). Critical thinking ability and disposition as factors of performance on a written critical thinking test (Unpublished Doctoral dissertation), PurdueUniversity, Lafayette, IN.

Walters, K. S. (1984). Critical thinking in liberal education: A case of overkill, Liberal Educatıon, 72(3), 233-249.

Yalçın, A. (2012). New approaches to Turkish teaching methods, Ankara: Akçağ.

Yaman, H. & Göçen, G. (2014) A comparative study on native language arts curricula of Turkey and Singapore, Theory and Practice in Education, 10(4), 783-806.

Yıldırım, A. & Şimşek, H. (2008). Qualitative research methods for the social sciences, Ankara: Seçkin.

Yangın, B. (1999). Turkish teaching in primary education. Ankara: MNE

Zhou, Q., Huang, Q., &Tian, H. (2013). Developing students’ critical thinking skills by task-based learning in chemistry experiment teaching, Creative Education, 4(12A), 40-45.




DOI: https://doi.org/10.7575/aiac.ijels.v.8n.1p.142

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2024 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.