A model of Decision-Making based on critical thinking

The aim of this study is to examine the causal relationships between high school students' inquisitiveness, open-mindedness, causal thinking, and rational and intuitive decision-making dispositions through an assumed model based on research data. This study was designed in correlational model. Confirmatory factor analysis and path analysis, which are structural equation modelling applications, were used to explain these relationships. The participants were 404 students studying in five high schools in Usak province. Critical Thinking Dispositions Scale developed by Yücel and Uluçinar (2013) was used to identify the high school students' inquisitiveness, open-mindedness and causal thinking dispositions. As for identifying rational and intuitive decision-making dispositions, an adaptation of the decision-making inventories by Scott and Bruce (1995) and Bachard (2001) was employed. The findings of the study show that inquisitiveness and open-mindedness dispositions directly affected casual thinking. In addition, causal thinking was found to have an effect on rational decision- making and intuitive decision making dispositions

A Model of Decision-Making Based on Critical Thinking

The aim of this study is to examine the causal relationships between high school students' inquisitiveness, open-mindedness, causal thinking, and rational and intuitive decision-making dispositions through an assumed model based on research data. This study was designed in correlational model. Confirmatory factor analysis and path analysis, which are structural equation modelling applications, were used to explain these relationships. The participants were 404 students studying in five high schools in Usak province. Critical Thinking Dispositions Scale developed by Yücel and Uluçinar (2013) was used to identify the high school students' inquisitiveness, open-mindedness and causal thinking dispositions. As for identifying rational and intuitive decision-making dispositions, an adaptation of the decision-making inventories by Scott and Bruce (1995) and Bachard (2001) was employed. The findings of the study show that inquisitiveness and open-mindedness dispositions directly affected casual thinking. In addition, causal thinking was found to have an effect on rational decision- making and intuitive decision making dispositions

Preservice teachers' memories of their secondary science education experiences

Understanding preservice teachers’ memories of their education may aid towards articulating high-impact teaching practices. This study describes 246 preservice teachers’ perceptions of their secondary science education experiences through a questionnaire and 28-item survey. ANOVA was statistically significant about participants’ memories of science with 15 of the 28 survey items. Descriptive statistics through SPSS further showed that a teacher’s enthusiastic nature (87%) and positive attitude towards science (87%) were regarded as highly memorable. In addition, explaining abstract concepts well (79%), and guiding the students’ conceptual development with practical science activities (73%) may be considered as memorable secondary science teaching strategies. Implementing science lessons with one or more of these memorable science teaching practices may “make a difference” towards influencing high school students’ positive long-term memories about science and their science education. Further research in other key learning areas may provide a clearer picture of high-impact teaching and a way to enhance pedagogical practices

Variation among schools on classroom practices in science based on TIMSS-1999 in Turkey

The purpose of this study was to investigate the differences among schools using student responses in the Trends in Mathematics and Science Study-1999 (TIMSS-99) data. Schools were classified into two groups based on eighth grade students' overall achievement in science. Two different discriminant function analyses were performed to distinguish high- and low-performing schools, based both on classroom practices and factor structures (student-centered activities, teacher-centered activities, attitudes toward technology use, socioeconomic status [SES], and doing well in science). The results indicate that there were significant differences between the two classifications of schools on ten variables regarding classroom practices and activities, and 29 variables regarding classroom practices, attitudes toward science, use of the computer and overhead projector (OHP), parental background characteristics, and need to do well in science. Contrary to general expectations, technology use (computer, OHP, etc.) was found to be negatively related to science achievement. Teachers should be trained on how to use technology in their classrooms. Turkey recently revised its curriculum to a student-centered approach and this might increase students' ability to transfer knowledge into real life. Teachers and schools should pay more attention to SES effects. Teachers should also work toward building students' confidence in science. (c) 2007 Wiley Periodicals, Inc