Akademik Veri Yönetim Sistemi
14. Uluslararası ARTEMİS Bilimsel Araştırmakar Kongresi, Bucuresti, Romanya, 28 - 30 Kasım 2025, cilt.1, ss.1551-1579, (Tam Metin Bildiri)
The aim of this study is to examine the perspectives, attitudes, and
awareness levels of classroom teachers and prospective classroom teachers
regarding analytical thinking skills. The study group consisted of 25 classroom
teachers working in schools affiliated with the Ministry of National Education
and 21 prospective teachers enrolled at a state university located in the Black
Sea region of Türkiye. The data were collected through a semi-structured
interview form and analyzed using content analysis. The findings were
categorized under four main themes. Both classroom teachers and prospective
teachers associated analytical thinking with “thinking from part to whole.” While
prospective teachers emphasized that an analytical thinker should be capable of
problem-solving, in-service teachers highlighted the ability to view issues
from multiple perspectives. Prospective teachers stated that analytical
thinking skills are not adequately addressed during undergraduate education,
whereas classroom teachers pointed out that the current education system does
not sufficiently support the development of such skills.