The relationship between logical thinking skills, Lawson logical thinking skills and non-routine problem solving skills of eightth grade students

The purpose of this research is to determine the level of Lawson Logical Thinking Skills, Logical Thinking Skills and Non-routine Problem Solving Skills of eighth grade students. In addition, it was examined whether there was a significant relationship between these levels. Finally, the differentiation of each skills level in terms of gender and school academic achievement was examined. Relational survey method, one of the quantitative research methods, was used in the research. The research was carried out with the participation of 377 eighth grade students selected by stratified sampling method, studying in four middle schools with different academic achievement levels in the Central District of Adıyaman Province. "Lawson Logical Thinking Test", "Eighth Non-routine Problem Solving Test" and "Logical Thinking Ability Test" were used to collect data in the research. The obtained data were analyzed using a statistical data analysis program. As a result of the analysis of the data,it was seen that the students got low average scores from all three tests. It was determined that the relationships between Lawson Logical Thinking Test and Logical Thinking Ability Test scores, Non-routine Problem Solving Test and Logical Thinking Ability Test scores and Non-routine Problem Solving and Lawson Logical Thinking Test scores were significant. However, a higher correlation was found between the scores of the Lawson Logical Thinking Test and Logical Thinking Ability Test. According to the gender variable, a significant difference was found in female students only in the Logical Thinking Ability Test. According to the academic achievement levels, a significant difference was reached in favor of the schools with high academic success in terms of the Logical Thinking Ability Test and Lawson Logical Thinking Test scores.