African Educational Research Journal - Full Length Research Paper - The effect of portfolio use on the development of critical thinking strategies of pre-service teachers with different learning approaches

Oct 15, 2026

The study explains how portfolio use affects the development of critical thinking strategies among pre-service teachers with different learning approaches. Using a case study design, the research involved 26 pre-service biology teachers. Learning approaches were identified with the Study Process Questionnaire by Biggs, while data were collected through interviews and portfolios. Descriptive analysis showed improvements in questioning, time use, and solution finding, and lower critical thinking for surface learners, with portfolio support for deep and strategic approaches.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Abstract

Introduction

Constructivist learning and critical thinking in education

Definitions and dimensions of critical thinking

Dispositions, self-regulated learning, and related research

African Educational Research Journal Vol. 11(3), pp. 480-490, September 2023 DOI: 10. 30918/AERJ.113.23.079 ISSN: 2354-2160 Full Length Research Paper The effect of portfolio use on the development of critical thinking strategies of pre-service teachers with different learning approaches Mine Kır1* and Sabiha Odabaşı Çimer2 1Zonguldak Bülent Ecevit University, Turkey. 2Trabzon University, Turkey. Accepted 7 September, 2023 | ABSTRACT
The aim of the study is to explain the effect of portfolio use on the development of critical thinking strategies of pre-service teachers with different learning approaches. The study used a case study design. The sample consisted of 26 pre-service biology teachers. The Study Process Questionnaire developed by Biggs was used to determine the learning approaches of pre-service teachers. Data were collected through interviewsand portfolios. The data obtained were analyzed by descriptive analysis method. Through the use of portfolios, it was found that pre-service teachers improved in questioning what they learned, using time and finding solutions. It was also found that critical thinking skills of pre-service teachers with surface learning approach were at a lowerlevel. It was determined that pre-service teachers with strategic and deep learning approaches differed from pre-service teachers with surface learning approach in terms of establishing relationships between the subjects they learned. The skills of finding a solutionto the problem encountered, which is one of the critical thinking skills of pre-service teachers with deep and strategic learning approach, was developed through the portfolio. It is recommended that teachers should develop instructions and activities suitable for each learning approach by considering learning approaches in developing critical thinking.
Keywords: Pre-service biology teacher, critical thinking, learning approach, portfolio. | | --- | | *Corresponding [author. E-mail: mine.kir@beun.edu.tr. Tel:](author. E-mail: mine.kir@beun.edu.tr. Tel:) + 90 372 323 38 70 .
\#This study is a part of the doctoral thesis prepared by the first author under the supervision of the second author. | INTRODUCTION Changes in accessing and using information throughout the world over time have been reflected in education systems in different ways. The constructivist learning approach has taken its place in the Turkish Education System with the program change made throughout the country in 2005- 2006. The vision of "raising happy citizens of the Republic of Turkey who have adopted Atatürk's principles and reforms, who are equipped with basic democratic values, who have developed research-inquiry, critical thinking, problem-solving and decision-making skills regardless of their individual differences, who are lifelong learners and respectful to their people" has been adopted (Ministry of National Education, 2005) . In this direction, it is aimed to raise individuals who are learner-centered, selfdetermining learners instead of passive and nonparticipatory students who receive information directly. In other words, this learning theory expects students to take responsibility for their own learning and to know what, when, how and in what order they will learn. Therefore, inan ongoing process under the control of the learner, the learner uses his/her knowledge to solve all kinds of life problems (Aydın and Demir, 2014; Brooks and Brooks, 1999) . The development and acquisition of critical thinking skills, which are among the 21st-century skills accepted in Kır and Çimer 481 our country's education system and the world, is important in raising individuals who can keep up with age. Critical thinking is the learner's use of existing knowledge in solving problems in new situations, making decisions, and making critical comments according to established standards(Pintrich et al. , 1991) . Ennis (1985) defined critical thinking as logical and reflective thinking fo

FAQs

What is the main purpose of the study?

The study aims to explain the effect of portfolio use on the development of critical thinking strategies of pre-service teachers with different learning approaches.

How were learning approaches and data collected?

Learning approaches were determined using the Study Process Questionnaire developed by Biggs, and data were collected through interviews and portfolios.

What did the findings show about different learning approaches?

Pre-service teachers improved in questioning what they learned, using time effectively, and finding solutions. Critical thinking skills of those with surface learning approach were at a lower level, while strategic and deep learners differed by establishing relationships between learned subjects.

What is the study’s recommendation for teachers?

Teachers are recommended to develop instructions and activities suited to each learning approach when developing critical thinking.

Oct 15, 2026

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