DEVELOPMENT OF REFLECTIVE THINKING SCALE FOR SENIOR PRIMARY EDUCATION STUDENTS

Abstract

The main purpose of this study is to develop a Reflective Thinking Scale to determine the reflective thinking levels of secondary school students. In this study, criterion sampling was employed, one of the purposeful sampling methods. The sample of the study consisted of 300 students in 6th, 8th and 8th grades in Emirdag, Afyonkarahisar. The items in the scale were graded according to 5-point Likert type. The sub-dimensions of the reflective thinking scale are reflection about action, reflection during action and reflection for action. While developing the scale, literature related to the definition of reflective thinking, reflective thinking process, characteristics of reflective thinking individuals, types of reflective thinking, ways of developing reflective thinking were examined. After examining these, a pool of items was created for the purpose of the reflective thinking scale. 52 items were selected from the pool of items and a draft scale was prepared, and 25 students in the 8th grade were pre-tested. Then, the items were presented to the expert opinion and applied to the 300 students attending 6th, 8th and 8th grades. Factor analysis was performed on the collected data. Kaiser-Meyer-Olkin (KMO) and Barlet tests were performed to determine the suitability of the data for factor analysis. Kaiser-Meyer-Olkin (KMO) value was found to be .900. Barlett's test was calculate as x2: 1859,813; sd: 231; p <.01. Confirmatory factor analysis was conducted within the framework of the validity studies of the reflective thinking scale. Confirmatory factor analysis fit indexes are as GF1 = .86; AGF1 = .83; RMR = .078; NNF1 = .94; CF1 = .95 and RMSEA = .071. After the first level confirmatory factor analysis, the second level confirmatory factor analysis was performed.        

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