The Effects of Thinking Skills Education on The Critical Thinking and Problem Solving Skills of Preschool Teacher Candidates

Abstract

The aim of this study is to determine the effects of Thinking Skills Training Program on the preschool teacher candidates' critical thinking skills and perception of problem solving skills. Thinking Skills Education Program carried on the research is based on Robert Sternberg's Successful Intelligence. The model of the research is quasi-experimental design grouped by pre-test and post-test controls. The research group consisted of 101 preschool teacher candidates who were all 4th year students at Marmara University in the academic year 2006-2007. A quasi-experimental design was executed with three samples of students (N = 101): treatment, comparison I and comparison II groups. As a scaling method, Watson-Glaser Critical Thinking Appraisal (YM form), Problem Solving Inventory was used. Data was collected by Watson-Glaser Critical Thinking Appraisal, Problem Solving Inventory. Evaluating the results of this study; Education group's post-test scores are greater than the pre-test scores in all dimensions of Critical Thinking Scale except the "Interpretation" dimension and in total scores. The post-test scores of education group are significantly better than both comparison groups among total scores in critical thinking. The post test scores of problem solving skills of education group are significantly less than both comparison groups.