Senar ALKIN, F. Dilek GÃZÃTOK
In this study, it was aimed to develop a measurement tool and to examine primary school teachers' behaviors to support critical thinking with this measurement tool in terms of various variables. In the research, a working group consisting of 425 teachers to develop the Teacher Behaviors Inventory Supporting Critical Thinking (EDCL); For the implementation of Science and Technology in Turkey, Class, Social Studies, Math branches and 96 966 people who work in Turkish targets will represent the default universe has reached 383 teachers. Exploratory Factor Analysis was applied to determine the construct validity of each dimension in the HEDC; Internal consistency coefficient, item-total correlation, comparison of end groups and test halving techniques were used to examine its reliability. Descriptive statistics were calculated to determine the level of teachers' demonstrating their behaviors to support critical thinking. Comparison of the scores obtained from the EDAS according to some variables was done by independent samples t-test, one-way analysis of variance and Kruskall Wallis H Test. As a result of the factor analysis, EDDÖDE's ‚Open-Mindedness? (AF), ‚Inquiry of the Accuracy-Reliability of Information? (BDGS), ‚Reason-Evidence Search? (NKA), ‚Asking High Level Questions? (ÜDSS) and ‚Openness? (A ), and all five dimensions have a single factor structure. As a result of the validity and reliability analysis, it has been revealed that the EDAC is an acceptably valid and reliable measurement tool that measures teachers' ability to support critical thinking. Teachers have high levels of supporting critical thinking; however, it was determined that the dimension that they consider themselves relatively unsatisfactory is BDGS ?, and the dimension that they consider to be the most sufficient is ‚A. In general, the findings of the limited number of variables that were discussed in terms of supporting critical thinking behaviors in the research revealed some important differences.
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