Abstract
THE EFFECT OF READING CIRCLE METHOD ON CRITICAL READING SELF-EFFICACY PERCEPTION AND CRITICAL THINKING ATTITUDE
This study aims to examine the effect of the reading circle method on the critical reading self-efficacy perceptions of pre-service Turkish teachers and their attitudes towards critical thinking. In the study, which was conducted in a quasi-experimental design without a pre-test post-test control group, the subjects in the groups were determined by simple random sampling. The study group determined by this method consists of 72 pre-service teachers studying their 2nd years at the Department of Turkish Language Teaching at Recep Tayyip Erdoğan University. In order to collect the data in the study, the Critical Reading Self-Efficacy Perception Scale and the Critical Thinking Attitude Scale were used. In the data analysis of the study, t-Test was used for dependent groups in order to examine the effect of the experimental procedure. As a result of the analysis, it was determined that the post-test scores of the sub-dimensions of critical reading self-efficacy perceptions, evaluation, finding similarities and differences, and making inferences with the sum of the scale showed a statistically significant difference in favor of the experimental group. In the dimensions of inquiry and analysis, it was determined that these scores did not make a significant difference. With regard to critical thinking attitudes, the post-test scores did not make a significant difference in favor of the experimental group students in terms of evidence-based decision making and openness to seeking reasons. However, these scores made a significant difference in the dimensions of willingness to gather information, self-regulation, and making an inference, along with the sum of the scale in favor of the experimental group students.
Keywords
Reading circle, critical reading self-efficacy perception, critical thinking attitude.