Öz
Kaynakça
- Bilim ve Sanat Merkezleri Yönergesi (Science and Art Centres Directive), 2019. https://orgm.meb.gov.tr/meb_iys_dosyalar/2016_10/07031350_bilsem_yonergesi.pdf Accessed: 15.09.2020
- Brown, S. (2018). Best Practices in 21st Century Learning Environments: A Study of Two P21 Exemplar Schools. (PhD Thesis), Brandman, California.
- Cansoy, R. (2018). Uluslararası çerçevelere göre 21.yüzyıl becerileri ve eğitim sisteminde kazandırılması (21st century skills according to international frameworks and building them in the education system), İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 7(4), 3112-3134.
- Çolak, M. (2018). Ortaokul Fen Bilimleri dersinin 21. yüzyıl becerilerini kazandırmadaki etkililiğine ilişkin öğretmen görüşleri-Kayseri İli örneği (Teachers' views on the effectiveness of secondary school science course in providing 21st century skills-Kayseri province sample), Unpublished MA Thesis, Erciyes University, Graduate School of Educational Sciences, Faculty of Educational Sciences, Department of Education Programmes and Teaching, Kayseri.
- Ekici, G., Abide, Ö. F., Canbolat, Y. ve Öztürk, A. (2017). 21. yüzyıl becerilerine ait veri kaynaklarının analizi (Analysis of 21st century skills data sources). Eğitim ve Öğretim Araştırmaları Dergisi, 6 (Special Issue 1), 124-134.
- Fadel, C., Bialik, M. and Trilling, B. (2015). Four dimension education. The competence learner need to succeed. Boston: The Center For Curriculum Redesign.
- Hamarat, E. (2019). 21. yüzyıl becerileri odağında Türkiye’nin eğitim politikaları (In focus on 21st century skills Turkiye’s education policy). SETA Analiz, April 2019, No. 272.
- Kırtak Ad, V. N. (2017). Tam stüdyo modelinin Fen Bilgisi öğretmen adaylarının kavramsal anlamaları ile sosyal duygusal öğrenme, sorgulama ve bilimsel süreç becerilerine etkisi: Akışkanlar mekaniği örneği (The effect of the full studio model on the conceptual understanding of pre-service science teachers and social emotional learning, inquiry and scientific process skills: Fluid mechanics example.). PhD Thesis. Balıkesir University. Institute of Life Sciences, Balıkesir.
- Organisation for Economic Co-operation and Development. (OECD). (2009). 21 st century skills and competences for new millennium learners in OECD countries. Education Working Papers, 41.
- Partnership for 21st Century Learning (2015). P21 Framework Definitions. Downloaded from http://www.p21.org/our-work/p21-framework on 12.01.2019.
- Türkiye Zekâ Vakfı.- Turkey Intelligence Foundation (2017). Bilim İnsanlarının Başarısız Okul Hayatları (Unsuccessful School Lives of Scientists). https://www.tzv.org.tr/#/haber/516 Accessed: 19.01.2019.
- Web 1 https://www.utschools.ca/blog/content/four-dimensions-education-21st-century-teaching-learning, Accessed: 30.09.2020.
- Yılmaz, E. (2016). 21. yüzyıl becerileri kapsamında dönüşen okul paradigması (The school paradigm transformed in 21st century skills). Eğitim Bilimlerinden Yansımalar, Konya: Çizgi Books, pp. 5-16.
Öz
Changes have been made in education systems within the changing and developing structure of our age. In this context, while achieving 21st century skills is among the most important achievements, determining the activities to be prepared for students to acquire 21st century skills and arranging the classroom environments according to these activities impose new and important tasks on teachers. In this study, evaluations based on a performed activity are presented in the context of the integration of 21st Century Skills into Turkish National Education system. The “Where are we?” activity which is presented in detail in the study is an interdisciplinary activity carried out in Mamak Science and Arts Centre with 4th graders. The activity is described in three steps, namely preparation, implementation and evaluation, and its significance in providing students with 4C (Creativity, Communication, Critical Thinking and Collaboration) skills, which are regarded as the foundation of 21st Century Skills, is underlined. The activity is also evaluated in terms of applicability and popularization, and special emphasis is put on the importance of class environment in gaining 21st Century Skills. Within this framework, it is recommended to enhance teacher trainings and activity samples in quantity and quality for the acquisition of 21st Century Skills in students and also suggestions were made to policy makers for the process of integrating 21st century skills into the education system. The study has a unique structure as it is exemplified through an activity example. It is thought to be a resource for all academicians, teachers and policy makers interested in the subject.
Anahtar Kelimeler
21st Century Skills 4C Skills Teacher Training Activity Example
Teşekkür
In effect, this study started to maturate and take form thanks to the teacher trainings that authors of this study, who are teachers in Mamak Science and Arts Centre, got, titled “I Am Learning/Teaching in the Light of 21st Century Skills” which were funded by Turkish National Agency in 2019 within the scope of Erasmus+ K101 Staff Mobility Project. The authors have better understood the significance of 21st Century Skills for societies thanks to their participation in the trainer training titled “4C Skills” in Florence, Italy, which awarded them the international trainer certificate. In that process, the authors came to notice that the “Where are we?” activity which they had been conducting in the institution they worked at may actually be an important source in terms of developing 21st Century Skills in students, and then was formed the thought of conducting an academic study about the integration of 21st Century Skills into education in Turkey through the mentioned activity, adding the training experiences of the authors to it. That the two authors were working at the same institution while preparing the study, and together they have conducted many studies and projects have affected the writing process of the paper positively. Thus, we would like to give our thanks to all the teachers who gave their support for the “Where are we?” activity, Dr. Sheila CORWIN, who trained the trainers in “4C Skills” in Florence, and Assoc. Prof. Hasan Said TORTOP, who is the editor of the study.
Kaynakça
- Bilim ve Sanat Merkezleri Yönergesi (Science and Art Centres Directive), 2019. https://orgm.meb.gov.tr/meb_iys_dosyalar/2016_10/07031350_bilsem_yonergesi.pdf Accessed: 15.09.2020
- Brown, S. (2018). Best Practices in 21st Century Learning Environments: A Study of Two P21 Exemplar Schools. (PhD Thesis), Brandman, California.
- Cansoy, R. (2018). Uluslararası çerçevelere göre 21.yüzyıl becerileri ve eğitim sisteminde kazandırılması (21st century skills according to international frameworks and building them in the education system), İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 7(4), 3112-3134.
- Çolak, M. (2018). Ortaokul Fen Bilimleri dersinin 21. yüzyıl becerilerini kazandırmadaki etkililiğine ilişkin öğretmen görüşleri-Kayseri İli örneği (Teachers' views on the effectiveness of secondary school science course in providing 21st century skills-Kayseri province sample), Unpublished MA Thesis, Erciyes University, Graduate School of Educational Sciences, Faculty of Educational Sciences, Department of Education Programmes and Teaching, Kayseri.
- Ekici, G., Abide, Ö. F., Canbolat, Y. ve Öztürk, A. (2017). 21. yüzyıl becerilerine ait veri kaynaklarının analizi (Analysis of 21st century skills data sources). Eğitim ve Öğretim Araştırmaları Dergisi, 6 (Special Issue 1), 124-134.
- Fadel, C., Bialik, M. and Trilling, B. (2015). Four dimension education. The competence learner need to succeed. Boston: The Center For Curriculum Redesign.
- Hamarat, E. (2019). 21. yüzyıl becerileri odağında Türkiye’nin eğitim politikaları (In focus on 21st century skills Turkiye’s education policy). SETA Analiz, April 2019, No. 272.
- Kırtak Ad, V. N. (2017). Tam stüdyo modelinin Fen Bilgisi öğretmen adaylarının kavramsal anlamaları ile sosyal duygusal öğrenme, sorgulama ve bilimsel süreç becerilerine etkisi: Akışkanlar mekaniği örneği (The effect of the full studio model on the conceptual understanding of pre-service science teachers and social emotional learning, inquiry and scientific process skills: Fluid mechanics example.). PhD Thesis. Balıkesir University. Institute of Life Sciences, Balıkesir.
- Organisation for Economic Co-operation and Development. (OECD). (2009). 21 st century skills and competences for new millennium learners in OECD countries. Education Working Papers, 41.
- Partnership for 21st Century Learning (2015). P21 Framework Definitions. Downloaded from http://www.p21.org/our-work/p21-framework on 12.01.2019.
- Türkiye Zekâ Vakfı.- Turkey Intelligence Foundation (2017). Bilim İnsanlarının Başarısız Okul Hayatları (Unsuccessful School Lives of Scientists). https://www.tzv.org.tr/#/haber/516 Accessed: 19.01.2019.
- Web 1 https://www.utschools.ca/blog/content/four-dimensions-education-21st-century-teaching-learning, Accessed: 30.09.2020.
- Yılmaz, E. (2016). 21. yüzyıl becerileri kapsamında dönüşen okul paradigması (The school paradigm transformed in 21st century skills). Eğitim Bilimlerinden Yansımalar, Konya: Çizgi Books, pp. 5-16.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Alan Eğitimleri, Özel Eğitim ve Engelli Eğitimi, Eğitim Üzerine Çalışmalar |
| Bölüm | Thinking Skills at Gifted Education |
| Yazarlar | |
| Yayımlanma Tarihi | 15 Aralık 2020 |
| Yayımlandığı Sayı | Yıl 2020 Cilt: 7 Sayı: 3 |