Ortaokul Öğrencilerinin Fen Bilimleri Dersindeki 21. Yüzyıl Becerilerine İlişkin Algıları: Çok Boyutlu Bir Yaklaşım

belirlemektir. Bu amaç doğrultusunda ilk olarak Fen Öğreniminde 21.yy. Becerileri ölçeğinin ortaokul öğrencileri için geçerlik çalışması yapılmıştır. Sonrasında öğrencilerin deneyimledikleri 21. Yüzyıl becerileri; öğrenme becerileri (öz yönelimli öğrenme, bilgi ve iletişim teknolojilerini kullanarak anlamlı öğrenme, iş birlikçi öğrenme), düşünme becerileri (kritik düşünme, yaratıcı düşünme, problem çözme) ve netice olarak (bilgi üretme yeterliliği) açılarından incelenmiştir. Yapılan analizlerin sonucunda, kullanılan ölçeğin Türkçe formunun öğrencilerin deneyimledikleri 21. Yüzyıl becerilerini ölçmekte kullanılmak için geçerli ve güvenilir olduğu tespit edilmiştir. Ayrıca, bu çalışmadan elde edilen veriler, 21. Yüzyıl becerilerinin fen bilimleri derslerindeki entegrasyonunun orta düzeyde olduğunu ortaya koymuştur

Middle School Students’ Perceptions about Twenty-First-Century Learning Practices in Science Classes: A Multidimensional Approach

The purpose of this study was to determine middle school students’ perceptions about twenty-first-century learning practices that they experience in their science classes. For the specified purpose, firstly, Students’ Perception of 21st Century Learning Practices instrument was validated for Turkish middle school students. Then, students’ perceptions were examined in terms of learning processes for 21th century learning (i.e. selfdirected learning, collaborative learning, and meaningful learning with ICT), thinking processes in 21th century learning (i.e. critical thinking, creative thinking, and authentic problem solving), and outcome in 21th century learning (i.e. self-efficacy for knowledge creation). According to the results, Turkish version of the instrument appears to provide a valid and reliable measure of middle school students’ perceptions about twenty-first-century learning practices. Findings obtained from the administration of the instrument revealed that, integration of 21th century skills to science classes tend to be at moderate levels.

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