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Yansıtıcı Düşünme Etkinlikleriyle Desteklenen İşbirlikli Öğrenmenin Öğrencilerin Eleştirel Düşünme Becerileri Üzerine Etkisi

Yıl 2019, Cilt: 19 Sayı: 80, 89 - 112, 15.02.2019

Öz

Problem Durumu: Dünya Ekonomik Forumu’nun bilgilendirmesinde
2020 yılında bireyin sahip olması gereken beceriler kapsamında işbirlikli
çalışma ve eleştirel düşünme becerisinin ön plana çıkacağı varsayılmaktadır.
Ayrıca, OECD izleme ve yansıtma becerisini işbirlikli problem çözme
yetkinlikleri ile birleştirmiştir. Dolayısıyla, son yıllarda, işbirlikli
öğrenme (İÖ) ve yansıtıcı düşünmenin (YD) birlikte ele alınan kavramlar olduğu
görülmektedir. Araştırmalarda, öğrencilerin İÖ ortamlarında yansıtmalar
yapmaları sonucunda, problem çözme, sorgulama, eski ve yeni bilgileri
ilişkilendirme, plan yapma, stratejiler geliştirme ve öz-düzenleme
becerilerinin geliştiği belirtilmektedir. Daha önce yapılan, İÖ ve YD
becerilerinin karşılıklı ilişkisini analiz eden araştırmalarda, İÖ ortamlarında
yansıtmanın önemi vurgulanırken, işbirlikli grup yapısı ayrıntılı
açıklanmamıştır. Bu araştırmalarda, yapılandırılmış İÖ teknikleri kullanımı ve
YD becerisini geliştirmeye yönelik farklı stratejilerin İÖ tekniklerine entegre
edilerek uygulanması göz ardı edilmiştir. Yurtdışında İÖ ve YD kavramlarını
birlikte ele alan çalışmalar yapılmasına rağmen Türkiye’de araştırmaların
oldukça sınırlı olduğu belirlenmiştir. Öğretim ortamlarında İÖ’nün YD
stratejileriyle desteklenmesi sonucu elde edilen çıktıların araştırılması
önemli görülmektedir. Türkiye’de yapılan araştırmalara bakıldığında matematik
eğitimi alanında İÖ, YD ve eleştirel düşünme kavramlarını inceleyen oldukça az
sayıda araştırma olduğu saptanmıştır. Mevcut araştırma, yapılandırılmış bir İÖ
tekniğinin kullanılması, İÖ ortamında farklı YD stratejilerin kullanımının
betimlenmesi ve stratejilerin uygulanması sürecinde kullanılan materyallerin
ayrıntılı sunulması, İÖ yapısına uygun YD stratejilerinin bütünleştirilmesi
açısından daha önce yapılan araştırmalardan farklılaşmaktadır. Dolayısıyla, bu
araştırmanın İÖ’nün etkililiği üzerine farklı bir bakış açısı sunacağı
düşünülmektedir.

Araştırmanın Amacı: Bu araştırmanın amacı,
matematik dersinde YD etkinlikleriyle desteklenen İÖ’nün yedinci sınıf öğrencilerinin
eleştirel düşünme becerileri üzerindeki etkisini incelemektir.

Yöntem: Araştırmada nicel araştırma yaklaşımlarından ön
test-son test kontrol gruplu yarı deneysel model uygulanmıştır. Bu araştırmada
bir deney ve bir kontrol grubu yer almaktadır. Deney grubunda YD
etkinlikleriyle desteklenen İÖ yöntemi uygulanmıştır. Mevcut araştırmada,
matematik eğitimi alanında sıklıkla kullanılan, öğrencileri düşünmeye,
tartışmaya ve sorgulamaya yönelten, problem çözme becerisini geliştirdiği
vurgulanan, İÖ ve grupla çalışma yapısına uygun olduğu görülen yazma, günlük
yazma, yansıtıcı diyalog, grup tartışması, öz-değerlendirme ve sesli düşünme
stratejileri kullanılmıştır. Bu doğrultuda YD etkinliklerini uygulama sürecinde
kullanılacak olan günlük, grup tartışma formu, yansıtıcı diyalog formu,
öz-değerlendirme formu materyalleri tasarlanmıştır. Kontrol grubuna ise özel
bir öğretim yöntemi uygulanmamış, mevcut matematik dersi öğretim programına
uygun bir matematik öğretimi gerçekleştirilmiştir.

Araştırma, 2016–2017 eğitim
öğretim yılında Türkiye’nin Doğu Anadolu bölgesinde yer alan bir ilde bulunan
bir ortaokulun yedinci sınıflarında öğrenim gören toplam 70 öğrenci ile
yürütülmüştür. Araştırmada veri toplama aracı olarak Cornell Koşullu Sorgulama
Testi-Form X (CCT-X) kullanılmıştır. Veriler çözümlenirken, veri türüne bağlı
olarak, bağımsız grup t-testi ve bağımlı grup t-testi kullanılmıştır. Grupların
son test puanları arasındaki farkı incelemek amacıyla tek faktörlü kovaryans
analizi (ANCOVA) uygulanmıştır.

Bulgular: Araştırmada, deney ve kontrol gruplarının CCT-X ön
test puanları arasında istatistiksel açıdan anlamlı bir farklılık olmadığı
görülmüştür [t
(68)= .02, p> .05]. Deney grubunun CCT-X son test
ortalamasının ön test ortalamasına göre yüksek olduğu belirlenmiştir. Deney
grubunun CCT-X ön ve son test puanları için yapılan bağımlı grup t-testi
analizi sonucunda istatistiksel olarak anlamlı bir farklılık olduğu
saptanmıştır [t
(35)= -6.05, p< .05]. Ancak, kontrol grubunun
CCT-X ön ve son test puanlarına yönelik uygulanan bağımlı grup t-testi sonucuna
göre istatistiksel açıdan anlamlı bir farklılık bulunamamıştır [t
(33)=
-1.44, p> .05]. Deney ve kontrol gruplarının CCT-X ön test puanları kontrol
edilirken, düzeltilmiş CCT-X son test ortalama puanları arasında anlamlı bir
farklılık tespit edilmiştir
. Bu farklılığın deney grubu lehine olduğu
belirlenmiştir.

Sonuç ve Öneriler: Araştırmada, deney ve kontrol grubundaki
öğrencilerin CCT-X ön test puan ortalamaları arasında istatistiksel olarak
anlamlı bir farklılık tespit edilmemiştir. Deneysel uygulamalar sonrasında,
deney grubunun CCT-X son test puan ortalamasının, ön test puan ortalamasına
göre anlamlı derecede yüksek olduğu sonucuna ulaşılmıştır. Ancak, kontrol
grubuna ait CCT-X ön test ve son test puan ortalamaları arasında anlamlı bir
farklılık tespit edilmemiştir. Araştırmada elde edilen diğer bir önemli bulgu
olarak, deney ve kontrol gruplarının ön test puanları kontrol edilirken
düzeltilmiş CCT-X son test ortalama puanları arasında anlamlı bir farklılık
bulunmuştur [F
(1,67)= 19.77, p< .05]. Bu farklılığın deney grubu
lehine olduğu belirlenmiştir. Bu bulguya dayanarak, YD etkinlikleriyle
desteklenen İÖ’nün öğrencilerin eleştirel düşünme becerileri üzerinde pozitif
etkisinin olduğu söylenebilir.













Bu araştırmada, YD
stratejilerinin yapılandırılmış İÖ ortamında, bütünleştirilerek kullanılması
araştırmanın güçlü yönlerinden biri olarak görülebilir. Yapılacak
araştırmalarda, İÖ ortamlarında farklı YD stratejileri karşılaştırılarak
eleştirel düşünme becerileri üzerindeki etkileri incelenebilir, avantaj ve
dezavantajları irdelenebilir. YD etkinlikleri İÖ’nün desteklenmesi ve eleştirel
düşünme becerilerinin geliştirilmesi için faydalı bir araç olarak
kullanılabilir. İÖ sürecinde kullanılan YD stratejilerinin ve materyallerin
konudan bağımsız uygulanabilirliği araştırmanın güçlü yönlerinden bir diğeri
olarak görülmektedir. YD etkinlikleriyle desteklenen İÖ kullanılarak farklı
konu alanlarında ve farklı sınıf düzeylerinde deneysel araştırmalar
yapılabilir. Yapılacak araştırmalarda, farklı İÖ tekniklerinin YD
etkinlikleriyle desteklenmesinin akademik başarı, öz-düzenleme, üstbilişsel
beceri ve tutum gibi değişkenler üzerindeki etkisi araştırılabilir. Sınıf
ortamında öğrenci etkileşim süreçleri nitel araştırmalarla ayrıntılı olarak incelenebilir.
Ayrıca, sınıfların fiziksel yapısının öğretmenlere metodolojik yaklaşımları
kolaylıkla uygulayacakları şekilde düzenlenmesi önerilmektedir.

Kaynakça

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  • Aldahmash, A. H., Alshmrani, S. M., & Almufti, A. N. (2017). Secondary school science teachers’ views about their reflective practices. Journal of Teacher Education for Sustainability, 19(1), 43-53.
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  • Asha, I. K., & Al Hawi, A. M. (2016). The impact of cooperative learning on developing the sixth-grade students decision-making skill and academic achievement. Journal of Education and Practice, 7(10), 60-70.
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Effect of Cooperative Learning Supported by Reflective Thinking Activities on Students’ Critical Thinking Skills

Yıl 2019, Cilt: 19 Sayı: 80, 89 - 112, 15.02.2019

Öz

Purpose: It is assumed that cooperative work and critical thinking skills will come into prominence in 2020. In this context, the aim of this study is to examine the effect of cooperative learning supported by reflective thinking activities on seventh grade students' critical thinking skills during mathematics course.

Method:
In this study, a quasi-experimental model with pretest-posttest control group was applied. In the experimental group, cooperative learning method supported by reflective thinking activities was applied. In the control group, mathematics teaching was carried out in accordance with the curriculum of the mathematics course. The study group was composed of 70 seventh grade students. 
Cornell Critical Thinking Test, Level X was used as the data collection tool. Dependent and independent samples t-tests were used in data analysis, and ANCOVA was applied to determine the difference between the post-tests scores of the groups.

Findings:
In the study, when the pre-test scores of the experimental and control groups were checked, a significant difference was found between the corrected CCT-X post-test mean scores. This difference was found to be in favor of the experimental group. Based on this finding, cooperative learning supported by reflective thinking activities can be said to have a positive effect on students' critical thinking skills.

Implications for Research and Practice:
In future research, the effects of different reflective thinking strategies on critical thinking skills can be examined in cooperative learning environment, and their advantages and disadvantages can be discussed. Student’s critical thinking skills can be analyzed by qualitative methods.

Kaynakça

  • Adams, J. W. (2013). A case study: Using lesson study to understand factors that affect teaching creative and critical thinking in the elementary classroom (Unpublished doctoral thesis). Drexel University, US.
  • Agustan, S., Juniati, D., & Siswono, T. Y. E. (2016). Reflective thinking in solving an algebra problem: A case study of field independent-prospective teacher. Retrieved May 12, 2017, from http://iopscience.iop.org/article/10.1088/1742-6596/893/1/012002/pdf.
  • Aldahmash, A. H., Alshmrani, S. M., & Almufti, A. N. (2017). Secondary school science teachers’ views about their reflective practices. Journal of Teacher Education for Sustainability, 19(1), 43-53.
  • Applefield, J. M., Huber, R., & Moallem, M. (2000). Constructivism in theory and practice: Toward a better understanding. The High School Journal, 84(2), 35–53.
  • Aronson, E., & Patnoe, S. (1997). The jigsaw classroom: Building cooperation in the classroom (2nd ed.). Wokingham: Addison- Wesley Educational Publishers Inc.
  • Aryani, F., Rais, M., & Wirawan, H. (2017). Reflective learning model in improving student critical thinking skills. Global Journal of Engineering Education, 19(1), 19-23.
  • Asha, I. K., & Al Hawi, A. M. (2016). The impact of cooperative learning on developing the sixth-grade students decision-making skill and academic achievement. Journal of Education and Practice, 7(10), 60-70.
  • Berkun, D. N., & Ada, T. (2017). Permutasyon ve olasilik konusunun ogretiminde bilgi degisme tekniginin kullanilmasinin akademik basariya ve hatirda tutma duzeyine etkisinin incelenmesi [The effect of exchange of knowledge method on the academic success and recall level in teachıng permutation and probability subject]. Kastamonu Education Journal, 25(6), 2295-2310.
  • Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. Washington, Dc: National Academy Press.
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  • Demir, S. (2015). Evaluation of critical thinking and reflective thinking skills among science teacher candidates. Journal of Education and Practice, 6(18), 17-22.
  • Dewey, J. (1933). How we think. Boston: Heath & CO.
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  • Ennis, R. H. (1996). Critical thinking. Upper Saddle River, NJ: Prentice-Hall.
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  • Farrah, M. (2012). Reflective journal writing as an effective technique in the writing process. An-Najah University Journal for Research – Humanities, 26(4), 997-1025.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). New York: McGraw-Hill Intenational Edition.
  • Freeman, B., Higgins, K. N., & Horney, M. (2016). How students communicate mathematical ideas: An examination of multimodal writing using digital technologies. Contemporary Educational Technology, 7(4), 281-313
  • Gagnon, G.W., & Collay, M. (2006). Constructivist learning design: Key questions for teaching to standarts. California: Corwin Press.
  • Garcha, P. S., & Kumar, K. (2015). Effectiveness of cooperative learning on critical thinking dispositions of secondary school students. Issues and Ideasin Education, 3(1), 55–62.
  • Ghanizadeh, A. (2017). The interplay between reflective thinking, critical thinking, self-monitoring, and academic achievement in higher education. Higher Education, 74(1), 101-114.
  • Gibson, S. A. (2008). An effective framework for primary-grade guided writing instruction. The Reading Teacher, 62(4), 324–334.
  • Gillies, R. M. (2006). Teachers and students verbal behaviors during cooperative and small-group learning. British Journal of Educational Psychology, 76(2), 271–287.
  • Gorlewski, J., & Greene, K. (2011). Research for the classroom: The power of reflective writing. The English Journal, 100(4), 90-93.
  • Gray, A. (2016). The 10 skills you need to thrive in the fourth industrial revolution. Retrieved November 15, 2017, from https://www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-the-fourth-industrial-revolution.
  • Guce, I. (2017). Investigating college students‘ views on mathematics learning through reflective journal writing. International Journal of Evaluation and Research in Education, 6(1), 38-44.
  • Guce, I. (2018). The role of journal writing in senior high school students’ attitude toward mathematics. International Journal of Evaluation and Research in Education, 7(2), 132-141.
  • Guvenc, H. (2011). Yansitma materyalleriyle desteklenen isbirlikli ogrenmenin Turkce ogretmeni adaylarinin ozduzenlemeli ogrenmelerine etkileri [The effects of cooperative learning supported with reflective materials on Turkish teacher candidates self-regulation]. Education and Science, 36(159), 3-13.
  • Inoue, N., & Buczynski, S. (2011). You asked open-ended questions, now what? Understanding the nature of stumbling blocks in teaching inquiry lessons. The Mathematics Educator, 20(2), 10–23.
  • Isik, D., & Tarim, K. (2009). The effects of the cooperative learning method supported by multiple intelligence theory on Turkish elementary students mathematics achievement. Asia Pacific Educ. Rev., 10, 465-474.
  • Johnson, D. W., Johnson, R. T., & Smith, K. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 25(3-4), 85-118.
  • Kizilkaya, G. (2009). Yansitici dusunme etkinlikleri ile desteklenmis web tabanli ogrenme ortamlarinin problem cozme uzerine etkisi [The effect of web-based learning environments supported with reflective thinking activities to problem solving] (Unpublished doctoral dissertation). Hacettepe University, Ankara.
  • King, F. J., Goodson, L., & Rohani, F. (2013). Higher order thinking skills. Center for advancement of learning and assessment. Retrieved June 23, 2015 from http://www.cala.fsu.edu/files/higher_order_thinking_skills.pdf.
  • Kohen, Z., & Kramarski, B. (2012). Developing self-regulation by using reflective support in a video-digital microteaching environment. Journal for Education Research International, 3, 1-35.
  • Kramarski, B., & Kohen, Z. (2017). Promoting preservice teachers’ dual self-regulation roles as learners and as teachers: Effects of generic vs. specific prompts. Metacognition Learning, 12(2), 157-191.
  • Kramarski, B., Weiss, I., & Sharon, S. (2013). Generic versus context-specific prompts for supporting selfregulation in mathematical problem solving among students with low or high prior knowledge. Journal of Cognitive Education and Psychology, 12(2), 197-214.
  • Lan, G. H. (2007). A cooperative learning programme to enhance mathematical problem solving performance among secondary three students. The Mathematics Educator, 10(1), 59-80.
  • Loes, C., & Pascarella, E. (2017). Collaborative learning and critical thinking: Testing the link. Journal of Higher Education, 88, 726-753.
  • Lucena, R. J., & San Jose, A. E. (2016). Co-operative learning in enhancing the speaking skills of students: A Phenomenological approach. International Journal of Advanced Multidisciplinary Research, 3(2), 67-71.
  • McNaught, K. (2010). Reflective writing in mathematics education programmes. Reflective Practice, 11(3), 369–379.
  • Mecit, Ö. (2006). The effect of 7E learning cycle model on the improvement of fifth grade students’critical thinking skills (Unpublished doctoral dissertation). Middle East Technical Universiy, Ankara.
  • Mevarech Z. R., & Amrany C. (2008). Immediate and delayed effects of meta-cognitive instruction on regulation of cognition and mathematics achievement. Metacognition Learning, 3(2), 147–157.
  • Mevarech, Z., & Kramarski, B. (2014). Critical maths for innovative societies: The role of metacognitive pedagogies. Paris: OECD Publishing.
  • Michalsky, T., & Kramarski, B. (2015). Prompting reflections for integrating self-regulation into teacher technology education. Teachers College Record, 117(5), 1–38.
  • Ministry of National Education. (2018). Matematik dersi ogretim programi (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. siniflar)[Mathematics curriculum (Primary and secondary 1, 2, 3, 4, 5, 6, 7 and 8 grades)]. Ankara: MEB Yayinlari.
  • Mitchell, C., & Coltrinari, H. (2001). Journal writing for teachers and students. In T. Barer Stein, & M. Kompf (Eds.), The craft of teaching adults (pp. 21-28). (3rd ed.). Toronto: Irwin Pub.
  • OECD (2017). PISA 2015 results (Volume V): Collaborative problem solving, PISA. Paris: OECD Publishing.
  • Pandya, S. (2017). Understanding students’ opinion on co-operative learning implementation in Mathematics. European Journal of Education Studies, 3(7), 132-153.
  • Parveen, Q., Yousuf, M. I., & Mustafa, S. (2017). An experimental study on the effect of cooperative learning on students’ academic achievement and students’ perceptions towards cooperative learning. The Anthropologist, 27(1-3), 69-76.
  • Palinussa, A. L. (2013). Students’ critical mathematical thinking skills and character: Experiments for junior high school students through realistic mathematics education culture-based. Journal on Mathematics Education, 4(1), 75-94.
  • Parsons, M., & Stephenson, M. (2005). Developing reflective practice in student teachers: Collaboration and critical partnerships. Teachers and Teaching: Theory and Practice, 11 (1), 95–116.
  • Quines, E. (2017) Effectiveness of cooperative learning approach in developing critical thinking skills of secondary students. In G. Teh, & S. Choy (Eds.), Empowering 21st century learners through holistic and enterprising learning (pp.115-123). Singaporep: Springer.
  • Schön, D. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey Bass.
  • Silva, H., Lopes, J., Dominguez, C., Payan-Carreira, R., Morais, E., Nascimento, M.M., & Morais, F. (2016). Fostering critical thinking through peer-review between cooperative learning groups. Revista Lusófona de Educação, 32, 31-45.
  • Souvignier, E., & Kronenberger, J. (2007). Cooperative learning in third graders’ jigsaw groups for mathematics and science with and without questioning training. Br J Educ Psychol, 77, 755–771.
  • Su, H. F., Ricci, F. A., & Mnatsakanian, M. (2016). Mathematical teaching strategies: Pathways to critical thinking and metacognition. Journal of Research in Education and Science (IJRES), 2(1), 190-200.
  • Suhaimi, Z., Shahrill, M., Tengah, K. A., & Abbas, N. A. H. (2016). Incorporating the use of writing-to-learn strategy in grade 10 mathematics lessons: The students’ perspectives. Journal of Mathematics Education at Teachers College, 7(2), 11-20.
  • Sumarna, N., Wahyudin, & Herman, T. (2017). The increase of critical thinking skills through mathematical investigation approach. IOP Conf. Series: Journal of Physics: Conf. Series 812(2017) 012067, 1-8.
  • Taggart, G. L., & Wilson, A. P. (2005). Promoting reflective thinking in teachers: 50 action strategies. California: Corwin Press.
  • Tican, C., & Taspinar, M., (2015). The effects of reflective thinking-based teaching activities on pre-service teachers’ reflective thinking skills, critical thinking skills, democratic attitudes, and academic achievement. Anthropologist, 20(1, 2), 111-120.
  • Tiruneh, D. T., Verburgh, A., & Elen, J. (2014). Effectiveness of critical thinking instruction in higher education: A systematic review of intervention studies. Higher Education Studies, 4(1), 1-17.
  • Un-Acikgoz, K. (2011). Aktif ogrenme [Active learning]. İzmir: Bilis Yayincilik.
  • Webb, N., & Farivar, S. (1994). Promoting helping behavior in cooperative small groups in middle school mathematics. American Educational Research Journal, 31(2), 369-395.
  • Wille, A. M. (2017). Imaginary dialogues in mathematics education. Journal für Mathematik-Didaktik, 38(1), 29-55.
  • Wilson, J., & Jan W. L. (1993). Thinking for themselves developing strategies for reflective learning. Australia: Eleanor Curtain Publishing.
  • Yazlik, D. O., & Erdogan, A. (2016). Isbirlikli ogrenme ile birlikte kullanilan problem cozme stratejilerinin ogrenci basarisi uzerine etkisi [The effects of problem solving strategies used in combinations with cooperative learning on learner achivement]. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi, 17(3), 1-16.
Toplam 70 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Fatma Erdogan

Yayımlanma Tarihi 15 Şubat 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 19 Sayı: 80

Kaynak Göster

APA Erdogan, F. (2019). Effect of Cooperative Learning Supported by Reflective Thinking Activities on Students’ Critical Thinking Skills. Eurasian Journal of Educational Research, 19(80), 89-112.
AMA Erdogan F. Effect of Cooperative Learning Supported by Reflective Thinking Activities on Students’ Critical Thinking Skills. Eurasian Journal of Educational Research. Şubat 2019;19(80):89-112.
Chicago Erdogan, Fatma. “Effect of Cooperative Learning Supported by Reflective Thinking Activities on Students’ Critical Thinking Skills”. Eurasian Journal of Educational Research 19, sy. 80 (Şubat 2019): 89-112.
EndNote Erdogan F (01 Şubat 2019) Effect of Cooperative Learning Supported by Reflective Thinking Activities on Students’ Critical Thinking Skills. Eurasian Journal of Educational Research 19 80 89–112.
IEEE F. Erdogan, “Effect of Cooperative Learning Supported by Reflective Thinking Activities on Students’ Critical Thinking Skills”, Eurasian Journal of Educational Research, c. 19, sy. 80, ss. 89–112, 2019.
ISNAD Erdogan, Fatma. “Effect of Cooperative Learning Supported by Reflective Thinking Activities on Students’ Critical Thinking Skills”. Eurasian Journal of Educational Research 19/80 (Şubat 2019), 89-112.
JAMA Erdogan F. Effect of Cooperative Learning Supported by Reflective Thinking Activities on Students’ Critical Thinking Skills. Eurasian Journal of Educational Research. 2019;19:89–112.
MLA Erdogan, Fatma. “Effect of Cooperative Learning Supported by Reflective Thinking Activities on Students’ Critical Thinking Skills”. Eurasian Journal of Educational Research, c. 19, sy. 80, 2019, ss. 89-112.
Vancouver Erdogan F. Effect of Cooperative Learning Supported by Reflective Thinking Activities on Students’ Critical Thinking Skills. Eurasian Journal of Educational Research. 2019;19(80):89-112.