Examination of graduate theses related to reflective thinking skills in terms of various variables

IIn this research, postgraduate theses on reflective thinking skills made between 2017 and 2022 in a 5-year period were examined. It is aimed to reveal the status of the theses made on the subject from different perspectives. Theses included in the research; years, universities, graduate levels, institutes, researcher's gender, research types, department, sampling model, sample group, research methods, subject, purpose, conclusion and suggestion. The document analysis model, which is one of the qualitative research models, was used in the research. The theses to be used for the research were obtained by scanning through YÖKTEZ. As a result of the scanning, 166 theses were reached. Among these theses, those that are not allowed to be accessed on the internet, whose language is not Turkish, and which are not suitable for the subject of the problem, were eliminated and 122 theses were included in the research. It has been seen that 90 of these theses are master's theses and 32 of them are doctoral theses. The data obtained were subjected to content analysis and divided into themes and categories and tabulated. According to the results of the research, it was seen that the most thesis was done in 2019 and most of the studies were in the graduate type. In the theses examined, it was determined that the researchers were mostly women. The universities with the most studies were Necmettin Erbakan University and Gazi University. It was revealed that most of the studies were carried out in the Institute of Educational Sciences. Quantitative research methods and experimental method and relational screening model among these methods were the most preferred ones. Simple random sampling model was used to create the sample, and secondary school students were chosen as the study group. Considering the distribution of topics in the theses examined, researches on the effect of an application, program, method on reflective thinking came to the fore. The aim of the research is to examine the effects of teaching strategies, activities and practices on reflective thinking. When we look at the result table, it is concluded that the teaching strategies, activities and practices used have a positive effect on academic success, motivation and reflective thinking skills.