SPOR BİLİMLERİ ÖĞRENCİLERİNİN ELEŞTİREL DÜŞÜNME EĞİLİMLERİ VE PROBLEM ÇÖZMEYE YÖNELİK YANSITICI DÜŞÜNME BECERİLERİNİN İNCELENMESİ

Abstract

This study aims to determine the level of critical thinking disposition and reflective thinking skills towards problem-solving of sports science students, to examine the difference between reflective thinking and critical thinking disposition total score averages according to some demographic variables, and to examine critical thinking disposition as a predictor of reflective thinking. Among the scanning models, single and relational scanning were used together. The study was conducted with 259 volunteer students from a sports sciences faculty with 1041 students at a state university in Turkey. A self-report measure with three parts was administered: Demographic Data Form; Reflective Thinking Skill Scale towards Problem Solving, and California Critical Thinking Disposition Inventory. According to the assumption of normal distribution of the data set, frequency analysis, one-way analysis of variance (ANOVA), Pearson correlation analysis, and regression analysis were used for the analysis. As a result of the analysis, the students studying in the sports management department had the highest mean critical thinking score. While the reflective thinking score of the participants who studied for 4-5 hours is significantly higher, the critical thinking scores of the participants who studied for more than 6 hours were significantly the highest. In addition, the reflective thinking scores of the participants who spent less than 1 hour for the activity were found to be significantly lower. The participants who saw the contribution of the education given at school to reflective thinking as good had the highest reflective thinking score. As a result of the correlation analysis, it was observed that there were statistically significant, low-level, and positive relationships between critical thinking and reflective thinking. There are positive correlations between critical thinking skills and all three sub-dimensions of reflective thinking. There are positive correlations between reflective thinking and four sub-dimensions of critical thinking. Regression analysis has shown that critical thinking predicts reflective thinking. Whether reflective thinking predicts critical thinking or vice versa, it has been concluded that the development of one will also affect the other.