The effect of the storyline method on the critical thinking skills of social studies students

The storyline approach is a constructivist active learning approach in which topics are addressed by asking key questions in a logical order around character, setting and plot. The aim of the study was to examine the effect of the storyline approach on the critical thinking skills of 7th grade students from a holistic and analytical perspective. Qualitative experimental design was used. Easily accessible sampling was used. The study group consisted of 7th grade students studying in a town state school in Sivas province. A 5 week application was carried out with the students in question in the 7th grade social studies course. In the application in question, event scenarios integrated with critical thin king skills were included within the scope of the storyline approach. Indirect experiences were presented to the students through these event scenarios. In this context, during the lesson process, the story was read, the events were stopped at a certain point and key questions were asked in logical order. In this process, students were encouraged to think through the context of the story and key questions and reached answers by exploring through various activities. In the study in question, data were obtained from measurement activities, self-assessment form, focus group interview form, student reflective diaries and field notes. Miles and Huberman agreement reliability percentage; measurement effici ency was calculated as 86%, focus group interview 83%, reflective diary 87% and field notes 82%. Data triangulation was carried out in the study. Data were analyzed with in ductive (inferential) analysis and deductive (descriptive) analysis. As a result of the rese arch, it was determined that the students' analysis and partial evaluation skills were deve loped more limitedly compared to other critical thinking sub-skills in the measurement activities conducted in the storyline approach education. However, it was observed that the approach was effective in developing these skills in the course activities related to the sub-skills of questioning evidence and evaluating the reliability of information sources. However, it was observed that the storyline approach was not effective in the same skill areas in the measurement activities. In other words, it has been seen that content has an impact on the learning of critical thinking skills. As a result, it was seen that the storyline approach developed the students' critical thinking sub-skills, albeit to different qualities; and that the general quality of critical thinking skills was transformed from an unanswered and irrelevant quality to improvable quality. In light of this result, scientific book projects with activity examples, lesson plans, theoretically oriented can be made regarding social studies and critical thinking teaching integrated with the storyline approach. In addition, the reasons why the storyline approach is ineffective in measuring the sub-skills of questioning evidence and evaluating the reliability of information sources can be investigated in depth.