A Search for a Method to Improve Critical Thinking Skills in Social Studies Teaching: Writing to Learn

Abstract

The aim of this study is to investigate the effects of using multiple writing to learn activities on the critical thinking
skills and dispositions of prospective teachers. For this purpose, the current study employed an embedded mixed
methods design and was carried out with 34 prospective Social Studies teachers who are studying at a public university.
Research data were collected with t he California Critical Thinking Disposition Inventory, as well as using the Holistic
Critical Thinking Scoring Rubric, and also, semi structured interview forms. In the research process, a variety of writing
activities such as letters, diaries, columns and news articles were used for learning purposes. The quantitative data
obtained in the research were analyzed descriptively and predictively, while the qualitative data were subjected to
content analysis. The results of the study revealed that the writing t o learn activities led the prospective Social Studies
teachers to do research, use evidence, get to know different ideas, and evaluate what they learned in a holistic way.
Such a situation made a significant difference on the critical thinking skills and c ritical thinking dispositions of the
prospective Social Studies teachers. Given such a result, it is recommended to draw upon writing to learn activities in
order to develop different courses, subjects and higher order thinking skills.