Fen ve Teknoloji Öğretmenlerinin Öğretme-Öğrenme Sürecinde Eleştirel Düşünme Becerilerini Uygulamalarının İncelenmesi

The general aim of this study is to comprehensively examine how Science and Technology Information teachers at the 6th, 7th and 8th grades at secondary level implement critical thinking skills in teaching and learning processes. This study also explores the factors inhibiting teachers‟ use of critical thinking skills and reports teachers‟ recommendations related to this topic. The study, based on qualitative research methods, was designed as a single case study in which semi-structured interviews and observation forms, were administered to provide answers to the research questions. The participants of the study, selected through purposive sampling, included 22 Science and Technology Information teachers teaching in all schools at the secondary level in Iskele Region in Nothern Cyprus. Content analysis was employed for the data analysis processes. The findings of the study indicated that Science and Technology Information teachers give consideration on employing critical thinking skills in various teaching and learning processes. The findings also revealed that the problems originated from the program, school and class contexts, and family inhibit the teachers‟ implementation of critical thinking skills. To improve the effectiveness of the implementation of critical thinking skills, the participating teachers made certain recommendations in relation to the program, teachers‟ professional development, and contextual factors. In light of the findings, certain recommendations were made with regard to curricula and futher research. Keywords: Thinking Skills, Critical Thinking, Critical Thinking Skills, Science And Technology İnformation Teacher, Teaching-Learning Process.