The effect of allosteric learning model on students' critical thinking skill and reflective thinking skill towards problem solving in 5th grade english course

In this study, the mixed method of quantitative and qualitative research designs was used to determine the effect of allosteric learning model on students' critical thinking and reflective thinking skills towards problem solving in the 5th grade English course. In the quantitative dimension of the study, the paired pretest-posttest control group design from the quasi-experimental design was used and in the qualitative dimension, case studies pattern was used in order to make the quantitative findings more understandable. The study group consisted of a total of 106 students who were educated in 5 / A and 5 / B classes of Sancaklar Secondary School in Siirt province. In the qualitative dimension of the study, 45 participants from the 53 participants in the experimental group were determined on the basis of "volunteerism". In the quantitative dimension, the data of the study is provided with "Critical Thinking Scale" adapted to Turkish by Demircioğlu (2012) and "Reflective Thinking Scale for Problem Solving" developed by Kızılkaya and Aşkar (2009) and in qualitative dimension, the data is collected with semi-structured interview form. In the statistical analysis of quantitative data, computer package program and independent samples t-test was used to compare pre-test and post-test scores of groups with normal distribution; paired samples t-test was used in dependent groups to compare the pre-test and post-test scores of the experimental and control groups themselves. In the analysis of qualitative data, descriptive analysis and content analysis methods were used. According to the findings from the quantitative part of the study, it was seen that the lesson that was taught from the suggestions in the 5th grade English programme was not effective in increasing the critical thinking and reflective thinking skills towards problem solving for the students who constituted the control group. According to the findings obtained from the pre-test and post-test scores of the experimental group which was subjected to the allosteric learning model, it was seen that the allosteric learning model was effective in increasing students' critical thinking and reflective thinking skills towards problem solving. According to the results obtained from the post test scores of the control group which was not subjected to the allosteric learning model application and the experimental group which was subjected to the allosteric learning model application, it was seen that the allosteric learning model application was effective in increasing the critical thinking and reflective thinking skills towards problem solving of the students in the experimental group. According to the findings from the qualitative part of the study, it has been observed that allosteric learning model activities are made up of student-centered activities and these activities make the lesson fun and previous lessons are mostly teacher-centered and narrated. When choosing the activities of the allosteric learning model, it was seen that the students pay attention to the fun and activities that they can do and providing better and lasting learning; the most popular activities were seen as drama as a group and individually video preparation; as reasons for liking of the students these activities, enjoyment for group learning activities, and their association with daily life were seen. It has been seen that the students have problems in arranging the information and accessing the resources and while solving the problems they get help from nearby and investigate the different sources.