Akademik Veri Yönetim Sistemi
JOURNAL OF LEARNING AND TEACHING IN DIGITAL AGE, cilt.7, sa.2, ss.175-191, 2022 (Hakemli Dergi)
It is crucial for students to develop their 21st-century skills such as technological literacy and critical
thinking skills with various curricula to be updated in accordance with technology integration in
education. Therefore, a critical thinking curriculum was designed, implemented and evaluated by
using Web 2.0 tools for secondary school students. The research, adopting embedded mixed design
[qual+Quan(qual)+qual] research model, was carried out with 21 secondary school students studying
at 5th and 6th grades. Before the 8-week implementation process, a needs analysis was carried out,
student journals during the implementation were analyzed with content analysis. A significant
difference was found, in favor of the post-test, between the pre-tests/post-tests of “Critical Thinking
Skills Test” and “Critical Thinking Disposition Instrument” as a result of Wilcoxon Signed Ranked
Test analysis while there was no significant difference between the post-tests based on variables of
grade and gender in the Mann Whitney-U analysis. In the content analysis of the student interviews
carried out after the implementation, it is seen that students found the curriculum entertaining and
gained awareness in utilizing critical thinking skills. In addition, students suggested activities
embodying more verbal expressions and extracurricular assignments to be more active.