Skip to main content

A comparison of recursive and nonrecursive models of attitude towards problem-based learning, disposition to critical thinking, and creative thinking in an computer literacy course for preservice teachers

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

The present study investigates a comparison of the recursive and non-recursive models of attitude towards problem-based learning, disposition to critical thinking, and creative thinking as outcomes of an ill-structured problem-based technology integration course for pre-service teachers. There are 394 participants compromised via online surveys. Initially, we have examined each outcome for their possible influential factors. We have included the factors revealed associated with the outcome variables in the development of the recursive and non-recursive measurement models. The recursive model suggests cooperative learning process is associated with all the outcomes. Personality traits have a great potential as complementary factors. Spare time activities played a prominent role in the disposition to critical thinking. Reflective thinking on problem-solving improved disposition to critical thinking and attitude towards problem-based learning. Interestingly, the regulation of cognition, a type of metacognition, influenced in disposition to critical thinking, and the knowledge of cognition impacted creative thinking. In the nonrecursive model, we have dropped creative thinking to obtain the best fit model. Attitudes towards Problem-Based Learning and Disposition to Critical Thinking have a feedback loop association. Several factor variables are excluded, as well. Then, the findings are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6

Similar content being viewed by others

Explore related subjects

Discover the latest articles, news and stories from top researchers in related subjects.

Data availability

The datasets used and/or analyzed during the current study are available from the corresponding author on request.

Code availability

Not applicable.

References

  • Abrami, P. C., Bernard, R. M., Borokhovski, E., Wad, A., Surkes, M. A., Tamim, R., & Zhang, D. (2008). Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of Educational Research., 78(4), 1102–1134.

    Article  Google Scholar 

  • Adesoji, F. A. (2008). Managing students’ attitude towards science through problem–solving instructional strategy. Anthropologist, 10(1), 21–24.

    Article  Google Scholar 

  • Akkuş, Y., Kaplan, F., & Kaçar, N. (2010). Kars sağlık yüksekokulu hemşirelik öğrencilerinin eleştirel düşünme düzeyleri ve etkileyen faktörlerin belirlenmesi [The Critical Thinking Levels of Nursing Students of Kars Health Higher School and Influencing Factors]. Fırat Sağlık Hizmetleri Dergisi, 5(15), 103–112.

    Google Scholar 

  • Allegra, M., Chifari, A., & Ottaviano, S. (2001). ICT to train students towards creative thinking. Journal of Educational Technology & Society, 4(2), 48–53.

    Google Scholar 

  • Antonietti, A., Ignazi, S., & Perego, P. (2000). Metacognitive knowledge about problem-solving methods. British Journal of Educational Psychology., 70(1), 1–16. https://doi.org/10.1348/000709900157921

    Article  Google Scholar 

  • Awang, H., & Ramly, I. (2008). Creative thinking skill approach through problem-based learning: Pedagogy and practice in the engineering classroom. International Journal of Human and Social Sciences, 3(1), 18–23.

    Google Scholar 

  • Baker, C. R. (1996). Reflective learning: A teaching strategy for critical thinking. Journal of Nursing Education, 35(1), 19–22.

    Article  Google Scholar 

  • Baker, M., Rudd, R., & Pomeroy, C. (2001). Relationships between critical and creative thinking. Journal of Southern Agricultural Education Research, 51(1), 173–188.

    Google Scholar 

  • Barrett, M. (2006). ‘Creative collaboration’: An ‘eminence’ study of teaching and learning in music composition. Psychology of Music, 34(2), 195–218.

    Article  Google Scholar 

  • Barrows, H. S., & Myers, A. C. (1993). Problem-Based Learning in Secondary Schools. Unpublished monograph. Springfield, IL: Problem-Based Learning Institute, Lanphier High School and Southern Illinois University Medical School.

  • Bauer, K. W., & Liang, Q. (2003). The effect of personality and precollege characteristics on first-year activities and academic performance. Journal of College Student Development, 44(3), 277–290.

    Article  Google Scholar 

  • Bay, E., & Çetin, B. (2012). İşbirliği süreci ölçeği (İSÖ) geliştirilmesi [Development of cooperative learning process scale (CLPS)]. Uluslararası İnsan Bilimleri Dergisi, 9(1), 1064–1075.

    Google Scholar 

  • Beghetto, R. A. (2006). Creative self-efficacy: Correlates in middle and secondary students. Creativity Research Journal, 18(4), 447–457.

    Article  Google Scholar 

  • Benoit, B. (1998). Problem Based Learning and Technology: Love at First Byte. Classroom Leadership, 2(5). Retrieved Jul 10, 2021, from http://www.ascd.org/publications/classroom_leadership/feb1999/Problem-Based_Learning_and_Technology.aspx

  • Bielefeldt, T. (2001). Technology in teacher education: A closer look. Journal of Computing in Teacher Education, 17(4), 4–15.

    Google Scholar 

  • Brand-Gruwel, S., Wopereis, I., & Walraven, A. (2009). A descriptive model of information problem solving while using internet. Computers & Education., 53(4), 1207–1217.

    Article  Google Scholar 

  • Brouwer, P. (1996). Hold on a minute here: What happened to critical thinking in the information age? Journal of Educational Technology Systems, 25(2), 189–197.

    Article  Google Scholar 

  • Browne, M. N., Freeman, K. E., & Williamson, C. L. (2000). The importance of critical thinking for student use of the Internet. College Student Journal, 34(3), 391–398.

    Google Scholar 

  • Bulut, S., Ertem, G., & Sevil, Ü. (2009). Hemşirelik öğrencilerinin eleştirel düşünme düzeylerinin incelenmesi [Examination of Nursing Students’ Level Of Critical Thinking]. Dokuz Eylül Üniversitesi Hemşirelik Yüksekokulu Elektronik Dergisi, 2(2), 27–38.

    Google Scholar 

  • Chan, Z. C. (2013). Exploring creativity and critical thinking in traditional and innovative problem-based learning groups. Journal of Clinical Nursing, 22(15–16), 2298–2307.

    Article  Google Scholar 

  • Cheung, C. K., Rudowicz, E., Lang, G., Yue, X. D., & Kwan, A. S. (2001). Critical thinking among university students: Does the family background matter?. College Student Journal, 35(4), 577–598.

  • Cheung, W., & Huang, W. (2005). Proposing a framework to assess Internet usage in university education: An empirical investigation from a student’s perspective. British Journal of Educational Technology, 36(2), 237–253.

    Article  Google Scholar 

  • Choi, H. (2004). The effects of PBL (Problem-Based Learning) on the metacognition, critical thinking, and problem-solving process of nursing students. Taehan Kanho Hakhoe Chi, 34(5), 712–721.

    Google Scholar 

  • Clifford, J. S., Boufal, M. M., & Kurtz, J. E. (2004). Personality Traits and Critical Thinking Skills in College Students Empirical Tests of a Two-Factor Theory. Assessment, 11(2), 169–176.

    Article  Google Scholar 

  • Çoban, S. (1999). Yöneticilerin Yaratıcılık Düzeyleri ile Liderlik Tarzları Arasındaki İlişki [The relationship between creativity levels and leadership styles of managers]. (Unpublished Doctoral Dissertation. İstanbul University, Social Sciences Institute, İstanbul, Turkey.

  • Dean, D., & Khun, D. (2003). Metacognition and Critical Thinking. Retrieved from https://files.eric.ed.gov/fulltext/ED477930.pdf

  • Dieker, L. A., & Monda-Amaya, L. E. (1997). Using problem solving and effective teaching frameworks to promote reflective thinking in preservice special educators. Teacher Education and Special Education, 20(1), 22–36.

    Article  Google Scholar 

  • Dossick, C. S., & Neff, G. (2011). Messy talk and clean technology: Communication, problem-solving, and collaboration using Building Information Modelling. The Engineering Project Organization Journal, 1(2), 83–93.

    Article  Google Scholar 

  • Elliott, T. R., Herrick, S. M., MacNair, R. R., & Harkins, S. W. (1994). Personality correlates of self-appraised problem-solving ability: Problem orientation and trait affectivity. Journal of Personality Assessment, 63(3), 489–505.

    Article  Google Scholar 

  • Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In J. B. Baron & J. J. Stem berg (Eds.), Teaching thinking skills: Theory and practice (pp. 9–26). New York: Freeman.

  • Ericsson, K. A. (1999). Creative expertise as superior reproducible performance: Innovative and flexible aspects of expert performance. Psychological Inquiry, 10, 329–333.

    Google Scholar 

  • Eteläpelto, A., & Lahti, J. (2008). The resources and obstacles of creative collaboration in a long-term learning community. Thinking Skills and Creativity, 3(3), 226–240.

    Article  Google Scholar 

  • Fawcett, L. M., & Garton, A. F. (2005). The effect of peer collaboration on children’s problem-solving ability. British Journal of Educational Psychology, 75(2), 157–169.

    Article  Google Scholar 

  • Feldhusen, J. F. (1995). Creativity: A knowledge base, metacognitive skills, and personality factors. The Journal of Creative Behavior, 29(4), 255–268. https://doi.org/10.1002/j.2162-6057.1995.tb01399.x

    Article  Google Scholar 

  • Forneris, S. G., & Peden-McAlpine, C. (2007). Evaluation of a reflective learning intervention to improve critical thinking in novice nurses. Journal of Advanced Nursing, 57(4), 410–421.

    Article  Google Scholar 

  • Furnham, A., Crump, J., Batey, M., & Chamorro-Premuzic, T. (2009). Personality and ability predictors of the “Consequences” Test of divergent thinking in a large non-student sample. Personality and Individual Differences, 46(4), 536–540.

    Article  Google Scholar 

  • Garrison, D. R. (1991). Critical thinking and adult education: A conceptual model for developing critical thinking in adult learners. International Journal of Lifelong Education, 10(4), 287–303.

    Article  Google Scholar 

  • Garrison, D. R., Anderson. T., & Archer. W. (2001). Critical thinking. cognitive presence. and computer conferencing in distance education. American Journal of distance education, 15(1), 7–23.

  • Gellin, A. (2003). The effect of undergraduate student involvement on critical thinking: A meta-analysis of the literature 1991–2000. Journal of College Student Development, 44(6), 746–762.

    Article  Google Scholar 

  • Gokhale, A. A. (1995). Collaborative Learning Enhances Critical Thinking. Journal of Technology Education. 7(1). http://scholar.lib.vt.edu/ejournals/JTE/v7n1/gokhale.jte-v7n1.html?ref=Sawos.Org

  • Goos, M., & Galbraith, P. (1996). Do it this way! Metacognitive strategies in collaborative mathematical problem solving. Educational Studies in Mathematics, 30(3), 229–260.

    Article  Google Scholar 

  • Goos, M., Galbraith, P., & Renshaw, P. (2002). Socially mediated metacognition: Creating collaborative zones of proximal development in small group problem solving. Educational Studies in Mathematics, 49(2), 193–223.

    Article  Google Scholar 

  • Green, J. (2018). The Integration of Technology in Problem-Based Learning. In R. Power (Ed.). Technology and the Curriculum: Summer 2018. Canada: Power Learning Solutions.

  • Griffin, M. L. (2003). Using critical incidents to promote and assess reflective thinking in preservice teachers. Reflective Practice, 4(2), 207–220.

    Article  Google Scholar 

  • Gunter, G. (2001). Making a difference: Using emerging technologies and teaching strategies to restructure an undergraduate technology course for pre-service teachers. Educational Media International, 38(1), 13–20.

    Article  Google Scholar 

  • Hanley, G. L. (1995). Teaching critical thinking: Focusing on metacognitive skills and problem solving. Teaching of Psychology, 22(1), 68–72.

    Article  Google Scholar 

  • Hedne, M. R., Norman, E., & Metcalfe, J. (2016). Intuitive Feelings of Warmth and Confidence in Insight and Noninsight Problem Solving of Magic Tricks. Frontiers in Psychology, 7, 1314.

    Article  Google Scholar 

  • Hong, E., & Milgram, R. M. (2010). Creative thinking ability: Domain generality and specificity. Creativity Research Journal, 22(3), 272–287.

    Article  Google Scholar 

  • Houtz, J. C., Ponterotto, J. G., Burger, C., & Marino, C. (2010). Problem-solving style and multicultural personality dispositions: A study of construct validity. Psychological Reports., 106(3), 927–938.

    Article  Google Scholar 

  • IRIS Center (2021). Providing Instructional Supports: Facilitating Mastery of New Skills. Retrieved Jul 5, 2021, from https://iris.peabody.vanderbilt.edu/module/sca/

  • Jenkins, P., & Turick-Gibson, T. (1999). An exercise in critical thinking using role playing. Nurse Educator, 24(6), 11–14.

    Article  Google Scholar 

  • Johnson, D. W., & Johnson, R. T. (1993). Creative and critical thinking through academic controversy. American Behavioral Scientist, 37(1), 40–53.

    Article  Google Scholar 

  • Jonassen, D. H., Carr, C., & Yueh, H. P. (1998). Computers as mindtools for engaging learners in critical thinking. TechTrends, 43(2), 24–32.

    Article  Google Scholar 

  • Kapa, E. (2001). A Metacognitive Support during the Process of Problem Solving in a Computerized Environment. Educational Studies in Mathematics, 47(3), 317–336. https://doi.org/10.1023/A:1015124013119

    Article  Google Scholar 

  • Kay, R. (2006). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Technology in Education, 38(4), 383–408.

    Article  Google Scholar 

  • Khan, H., Taqui, A. M., Khawaja, M. R., & Fatmi, Z. (2007). Problem-based versus conventional curricula: Influence on knowledge and attitudes of medical students towards health research. PLoS One, 2(7), e632.

    Article  Google Scholar 

  • Kızılkaya, G., & Aşkar, P. (2010). Problem çözmeye yönelik yansıtıcı düşünme becerisi ölçeğinin geliştirilmesi [The development of a reflective thinking skill scale towards problem solving]. Eğitim ve Bilim, 34(154).

  • Kolodner, J. L., & Kolodner, R. M. (1987). Using experience in clinical problem solving: Introduction and framework. IEEE Transactions on Systems, Man, and Cybernetics, 17(3), 420–431.

    Article  Google Scholar 

  • Korkmaz, Ö., Şahin, A., & Yeşil, R. (2011). Study of Validity and Reliability of Scale of Attitude towards Scientific Research. Elementary Education Online, 10(3), 961–973.

    Google Scholar 

  • Ku, K. Y. L., & Ho, I. T. (2010a). Metacognitive strategies that enhance critical thinking. Metacognition and Learning, 5(3), 251–267. https://doi.org/10.1007/s11409-010-9060-6

    Article  Google Scholar 

  • Ku, K. Y., & Ho, I. T. (2010b). Dispositional factors predicting Chinese students’ critical thinking performance. Personality and Individual Differences, 48(1), 54–58.

    Article  Google Scholar 

  • Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28(2), 16–46.

    Article  Google Scholar 

  • Lai, E. R. (2011). Critical thinking: A literature review. Pearson’s Research Reports, 6, 40–41.

    Google Scholar 

  • Laudel, G. (2001). Collaboration, creativity, and rewards: Why and how scientists collaborate. International Journal of Technology Management, 22(7–8), 762–781.

    Article  Google Scholar 

  • Lee, H. J. (2000). The nature of the changes in reflective thinking in preservice mathematics teachers engaged in student teaching field experience in Korea. Paper presented at the Annual Meeting of the America Educational Research Association (AERA), New Orleans, LA, April 24–28, 2000.

  • Lewis, A., & Smith, D. (1993). Defining higher order thinking. Theory into Practice, 32(3), 131–137.

    Article  Google Scholar 

  • Mayer, R. E. (1998). Cognitive, metacognitive, and motivational aspects of problem solving. Instructional Science., 26(1–2), 49–63.

    Article  Google Scholar 

  • MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1(2), 130–149.

    Article  Google Scholar 

  • McCoy, S. A. (2008). Technology-training for preservice teachers in schools, colleges, and departments of education affiliated with selected teacher education professional organizations: The state of practice in 2008. Unpublished Dissertation, University of Tennessee – Knoxville.

  • McMahon, G. (2009). Critical Thinking and ICT Integration in a Western Australian Secondary School. Educational Technology & Society, 12(4), 269–281.

    Google Scholar 

  • Mevarech, Z. R. (1999). Effects of metacognitive training embedded in cooperative settings on mathematical problem solving. The Journal of Educational Research, 92(4), 195–205.

    Article  Google Scholar 

  • Newman, M. J. (2005). Problem Based Learning: An introduction and overview of the key features of the approach. Journal of Veterinary Medical Education, 32(1), 12–20.

    Article  Google Scholar 

  • Nirbita, B. N., Joyoatmojo, S., & Sudiyanto, S. (2018). ICT Media Assisted Problem Based Learning for Critical Thinking Ability. International Journal of Multicultural and Multireligious Understanding, 5(4), 341–348.

    Article  Google Scholar 

  • Parsons, M., & Stephenson, M. (2005). Developing reflective practice in student teachers: Collaboration and critical partnerships. Teachers and Teaching, 11(1), 95–116.

    Article  Google Scholar 

  • Paul, R., & Elder, L. (2004). Critical and creative thinking. Dillon Beach, CA: The Foundation for Critical Thinking.

  • Paul, R., & Elder, L. (2006). Critical thinking: The nature of critical and creative thought. Journal of Developmental Education, 30(2), 34–35.

    Google Scholar 

  • Perkins, R. M. (1993). Personality variables and implications for critical thinking. College Student Journal, 27(1), 106–111.

    Google Scholar 

  • Raudsepp, E. (1979). How creative are you?, Personnel Journel, 58, 218–220.

  • Pesut, D. J. (1990). Creative thinking as a self-regulatory metacognitive process: A model for education, training, and further research. The Journal of Creative Behavior, 24(2), 105–110. https://doi.org/10.1002/j.2162-6057.1990.tb00532.x

    Article  Google Scholar 

  • Phelps, E., & Damon, W. (1989). Problem solving with equals: Peer collaboration as a context for learning mathematics and spatial concepts. Journal of Educational Psychology, 81(4), 639.

    Article  Google Scholar 

  • Pithers, R. T., & Soden, R. (2000). Critical thinking in education: A review. Educational Research, 42(3), 237–249.

    Article  Google Scholar 

  • Pugalee, D. K. (2001). Writing, mathematics, and metacognition: Looking for connections through students’ work in mathematical problem solving. School Science and Mathematics, 101(5), 236–245.

    Article  Google Scholar 

  • Rummel, N., & Spada, H. (2005). Learning to collaborate: An instructional approach to promoting collaborative problem solving in computer-mediated settings. The Journal of the Learning Sciences, 14(2), 201–241.

    Article  Google Scholar 

  • Rumpagaporn, M. W. (2007). Students' critical thinking skills, attitudes to ICT and perceptions of ICT classroom learning environments under the ICT schools pilot project in Thailand (Doctoral dissertation) School of Education, University of Adelaide.

  • Runco, M. A. (Ed.). (1994). Problem finding, problem solving, and creativity. Ablex.

    Google Scholar 

  • Salvi, C., Bricolo, E., Kounios, J., Bowden, E., & Beeman, M. (2016). Insight solutions are correct more often than analytic solutions. Thinking & Reasoning, 22(4), 443–460. https://doi.org/10.1080/13546783.2016.1141798

    Article  Google Scholar 

  • Şendağ, S., & Odabaşı, H. F. (2009). Effects of an online problem-based learning course on content knowledge acquisition and critical thinking skills. Computers & Education, 53(1), 132–141.

    Article  Google Scholar 

  • Shkvyr, O., Haidamashko, I., & Tafintseva, S. (2020). Developing Critical Thinking in Younger Pupils Using ICT. BRAIN. Broad Research in Artificial Intelligence and Neuroscience11(2), 230–242.

  • Skilton, P. F., & Dooley, K. J. (2010). The effects of repeat collaboration on creative abrasion. Academy of Management Review, 35(1), 118–134.

    Google Scholar 

  • Sparks-Langer, G. M., & Colton, A. B. (1991). Synthesis of research on teachers’ reflective thinking. Educational Leadership, 48(6), 37–44.

    Google Scholar 

  • Taylor, D. W., Berry, P. C., & Block, C. H. (1958). Does group participation when using brainstorming facilitate or inhibit Creative thinking? Administrative Science Quarterly, 3(2), 23–47.

    Article  Google Scholar 

  • Teong, S. K. (2003). The effect of metacognitive training on mathematical word-problem solving. Journal of Computer Assisted Learning, 19(1), 46–55.

    Article  Google Scholar 

  • Terenzini, P. T., Springer, L., Pascarella, E. T., & Nora, A. (1995). Influences affecting the development of students’ critical thinking skills. Research in Higher Education, 36(1), 23–39.

    Article  Google Scholar 

  • Titzer, J. L., Swenty, C. F., & Hoehn, W. G. (2012). An interprofessional simulation promoting collaboration and problem solving among nursing and allied health professional students. Clinical Simulation in Nursing, 8(8), e325–e333.

    Article  Google Scholar 

  • Tripp, S. D., & Bichelmeyer, B. (1990). Rapid prototyping: An alternative instructional design strategy. Educational Technology Research and Development, 38(1), 31–44.

    Article  Google Scholar 

  • Tsai, C. C. (2001). A review and discussion of epistemological commitments, metacognition, and critical thinking with suggestions on their enhancement in Internet-assisted chemistry classrooms. Journal of Chemical Education, 78(7), 970–974.

    Article  Google Scholar 

  • Turan, S., & Demirel, Ö. (2010). Probleme dayalı öğrenmeye ilişkin tutum ölçeği geçerlik ve güvenirlik çalışması [The Reliability and Validity of the Attitude Scale Towards Problem Based Learning]. Eğitim ve Bilim, 34(152).

  • Uribe, D., Klein, D., & Sullivan, H. (2003). The effect of computer-mediated collaborative learning on solving III-defined problems. Educational Technology Research and Development, 51(1), 5–19.

    Article  Google Scholar 

  • Vass, E., Littleton, K., Miell, D., & Jones, A. (2008). The discourse of collaborative creative writing: Peer collaboration as a context for mutual inspiration. Thinking Skills and Creativity, 3(3), 192–202.

    Article  Google Scholar 

  • Waite, S., & Davis, B. (2006). Collaboration as a catalyst for critical thinking in undergraduate research. Journal of Further and Higher Education, 30(4), 405–419.

    Article  Google Scholar 

  • Weisberg, R. W. (1999). Creativity and knowledge: A challenge to theories. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 226–250). Cambridge University Press.

    Google Scholar 

  • Wenno, I.H., Jamaludin, J.A., & Batlolona, J.R. (2021). The Effect of Problem Based Learning Model on Creative and Critical Thinking Skills in Static Fluid Topics. Jurnal Pendidikan Sains Indonesia.

  • Wheeler, S., Waite, S. J., & Bromfield, C. (2002). Promoting creative thinking through the use of ICT. Journal of Computer Assisted Learning, 18(3), 367–378.

    Article  Google Scholar 

  • Whetton, D. A., & Cameron, K. S. (2002). Answers to exercises taken from developing management skills.

  • Wilen, W. W., & Phillips, J. A. (1995). Teaching Critical Thinking: A Metacognitive Approach. Social Education, 59(3), 135–138.

    Google Scholar 

  • Yuan, H., Kunaviktikul, W., Klunklin, A., & andWilliams, B. A. (2008a). Promoting critical thinking skills through problem-based learning. CMU Journal of Social Science and Humanities, 2, 85–100.

    Google Scholar 

  • Yuan, H., Williams, B. A., & Fan, L. (2008b). A systematic review of selected evidence on developing nursing students’ critical thinking through problem-based learning. Nurse Education Today, 28(6), 657–663.

    Article  Google Scholar 

  • Zhang, L. F. (2002). Thinking styles and the big five personality traits. Educational Psychology, 22(1), 17–31.

    Article  Google Scholar 

Download references

Acknowledgements

Not applicable

Funding

Not applicable.

Author information

Authors and Affiliations

Authors

Contributions

Conceptualization, investigation, Material preparation, data collection and analysis were performed by Sacip Toker, and Tuncer Akbay. The first draft of the manuscript was written by Sacip Toker and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.

Corresponding author

Correspondence to Sacip Toker.

Ethics declarations

Ethics approval

Not applicable.

Consent to participate

Informed consent was obtained from all individual participants.

Consent for publication

The work described has not been published before; that it is not under consideration for publication anywhere else; that its publication has been approved by all co-authors.

Conflicts of interest/Competing interests

The authors have no relevant financial or non-financial interests to disclose.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Toker, S., Akbay, T. A comparison of recursive and nonrecursive models of attitude towards problem-based learning, disposition to critical thinking, and creative thinking in an computer literacy course for preservice teachers. Educ Inf Technol 27, 6715–6751 (2022). https://doi.org/10.1007/s10639-022-10906-y

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-022-10906-y

Keywords