The instrument for determining the levels of reflective thinking among elementary school students

Science is not only a total of facts about the earth, but also a way of thinking and continuous research based on experimental criteria, logical thinking and inquiry. Scientific methods include the processes of observation, hypothesis building, testing, data collection, data interpretation, and presentation of findings. Imagination, creativity, openness to new ideas, mental objectivity and inquiry are very important in scientific studies. Therefore, in the teaching of science and technology, the goal is learning to reach accurate information of individuals through directly discovery, revised in view of the world and the configuration and gradually learning to develop enthusiasm for learning (MEB, 2005). Individuals must gain experience to reach accurate information through discovery. But gaining experience alone will not be enough, because we are expected to reach scientific knowledge through experience from individuals. It is possible to reflect on the experience. In this way, individuals will know what, why and how they do something and will discover scientific knowledge on their own. One of the most important conceptions of century and qualifications that individuals need to have is life-long learning skill. Life-long learning skills require using reflective thinking skills and adapting learning to new situations with a flexible manner for making knowledge understandable (Herrington and Oliver, 2002; cited in Kızılkaya, 2009). 'Reflective Thinking' has been defined in different ways by different researchers. The studies showed that John Dewey took the most attribution in this regard. Therefore, researcher found it appropriate to give place to the definition of Dewey first. Dewey (1933) defined reflective thinking as the kind of thinking that consists of turning a subject over in the mind and giving it serious consideration. Dewey (1933) indicated that reflection is a kind of special thinking and it includes doubt, hesitation, confusion and making inquiries and researches to resolve this confusion. The request of resolving this confusion guides the process of reflection. The basis of reflective thinking is based on John Dewey's (1933) approach, learning by doing by living. Taggart and Wilson (1998) defined reflective thinking as a process of making logical decisions on education issues, and then assessing the decisions made by teachers. Ross (1989) has stated that reflective thinking