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    Analitik ve Holistik Düşünen Sınıf Öğretmeni Adaylarının Kullandıkları Okuduğunu Anlama Stratejileri
    (Trakya Üniversitesi, 2016) Göçen Kabaran, Güler; Altıntaş, Sedat; Kabaran, Hasret; Sidekli, Sabri
    This study aims to state analytic and holistic thinking primary school teacher candidates’ reading comprehension strategies. The study was conducted based on survey method in 2014-2015 academic year. Sample of the study was consisted of 158 teacher candidates studying in Muğla Sıtkı Koçman University Faculty of Education Primary School Teaching department. For data collection “Scale of holistic and Analytic Thinking in Problem Solving”, “Upper Level Cognitive Reading Strategies Scale”, and “Personal Information Form” which was developed by the researchers were applied. With the help of applied scales’ results, primary school teacher candidates’ thinking styles and reading comprehension strategies were determined. These findings were analyzed with gender, class level and academic success (GPA) variables, and the relation between these variables and thinking skills and strategies was revealed. As a result of the study, it was found that teacher candidates preferred analytic thinking styles, applied analytic and pragmatic reading comprehension strategies frequently; and it was indicated that there was not a significant relationship between teacher candidates’ thinking skills grades and analytic and pragmatic strategies grades. It was observed that prospective teachers’ thinking skills did not have any significance in terms of gender, grade levels and academic success. While their analytic reading strategies did not have any significance based on gender, there was a significant relation between analytic reading strategies and grade level, and academic success. Additionally, it was revealed that there was a significant relation between prospective teachers’ pragmatic reading strategies and gender, and academic success; however, there was not any significant relation between pragmatic reading strategies and grade level