The relationship between the chronotyps and critical thinking tendencies of science teacher candidates and their academic achievements

In this master's thesis, it was aimed to determine the relationships between the chronotypes, critical thinking tendencies and academic achievements of science teacher candidates. This achieves the relational browsing model. The research was conducted in 2023-2024 with 143 teacher candidates collected at Akdeniz University, Department of Mathematics and Science Education, Department of Science Education. The Critical Thinking Tendencies Scale was used to determine the critical thinking behaviors of teacher candidates, and the Self-Assessment Form for Determining Morningness-Eveningness Types in Human Circadian Rhythm was used to determine their chronotypes. Simple Regression Analysis, Multiple Regression Analyzes and Independent Groups T-test were recorded in the analysis of the data. The effects of chronotype and critical thinking tendency variables of science teacher candidates on academic achievement (CGPA) were investigated. The chronotypes of science teacher candidates were mostly determined as intermediate types. It was determined that the chronotype scores of science teacher candidates were significant predictors of academic achievement. It was determined that critical thinking tendency was not a significant predictor of CGPA (academic achievement). Critical thinking tendency and chronotype variables together gave a low level and significant relationship with the CGPA of science teacher candidates. It was found that there was a positive, low level and significant relationship between chronotype and critical thinking tendency of science teacher candidates. It was found that there was a significant relationship between chronotype and academic achievement. No significant relationship was found between critical thinking tendency and academic achievement. As a result of the research, the chronotype scores of science teacher candidates showed a significant difference according to the lower-upper group of the critical thinking tendency mean scores.