Yazar "Kartal, Osman Yilmaz" seçeneğine göre listele

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    Öğe
    Media literacy education
    (2009) Kincal, Remzi Y.; Kartal, Osman Yilmaz
    The ability of individuals to be able to understand, interpret the media accurately and as the active participants in media has become an important issue as it has affected the many parts of human life from the 20th century. On this frame the concept of media literacy has been defined and the practices and education of it have been examined along with its different dimensions.
  • [ X ]
    Öğe
    The Impact of Epistemological Beliefs and School Climate on the Sustainability of Critical Thinking Dispositions in Middle School Students
    (Mdpi, 2024) Kartal, Osman Yilmaz; Yazgan, Akan Deniz; Temelli, Dincer; Yavuz Kartal, Meral
    The objective of this study is to ascertain whether school climate and students' epistemological beliefs serve as predictors of sustainable critical thinking dispositions in middle school students. This research is designed as a correlational study. A total of 585 students from four middle schools in & Ccedil;anakkale, Turkey, participated in the research. To this end, the researchers administered the Critical Thinking Disposition Scale, the Middle School Students' Epistemological Belief Scale, and the School Climate Survey, gradually collecting the raw data. Following the collection of the data, they were subjected to analysis using multiple linear regression. The results of the statistical analysis demonstrated that the students' critical thinking dispositions were significantly predicted by both epistemological beliefs and school climate. In other words, belief in the omniscient power of authority and quick learning were found to have a negative correlation with critical thinking, whereas belief in simple knowledge was observed to have an inverse positive relationship. The dimension of the school climate, relating to positive student-teacher relations, appeared to constitute a prospective positive predictor, while authoritarian student-teacher relations and the lack of resources were identified as the main negative classroom environment factors. The study highlights the complex mutual influence of individual beliefs and the learning environment in the development of critical thinking dispositions.