21. Yüzyıl Becerileri Bağlamında Fen Eğitiminin Bugünü ve Geleceği: Türkiye Perspektifinde Bir Analiz

Çocukların bilim ve teknolojide yeni yüzyılın zorluklarının üstesinden gelmeleri, yaşamı anlamak için derinlemesine öğrenmeleri, gerçek yaşam sorunlarını çözmeleri ve toplumda sorumluluk alabilen bireyler olabilmeleri için 21. yüzyıl becerileriyle donatılmış olmaları gerekir. Yeni yüzyılda bireylerden beklenen bu becerileri edindirme noktasında ise eğitim sistemleri hızlı ekonomik ve sosyal değişimlere bireylerin uyumunu sağlamak ve bireyleri henüz keşfedilmemiş bilgi, teknoloji ve geleceğin mesleklerine hazırlamak için etkin bir çaba gösterme gerekliliği ile karşı karşıyadırlar. 21. yüzyıl becerilerini kazandırabilen nitelikli bir eğitimi sağlama ve yenidünya insanını şekillendirmede ise fen eğitiminin rolünü anlamak önem taşımaktadır. Bir alan yazın taraması olan bu çalışma ile küresel düzeyde yayımlanan bilimsel rapor ve araştırmalarda yer alan 21.yüzyıl becerilerini ve bu becerilerin fen eğitimi ile ilişkilerini irdelemek ve Millî Eğitim Bakanlığı (MEB) Fen Bilimleri Dersi Öğretim Programı ile MEB 2023 Vizyon Belgesi’nin 21. yüzyıl becerilerini geliştirmeye yönelik politika ve eylemleri ne ölçüde yansıttığını incelemek amaçlanmıştır. Bu amaç doğrultusunda P21 (Partnership for 21st Century Skills), Dünya Ekonomik Forumu (World Economic Forum [WEF]), Ekonomik Kalkınma ve İşbirliği Teşkilatı (Organisation for Economic Co-operation and Development [OECD]) gibi uluslararası eğitim göstergeleri üzerinden araştırma ve değerlendirmeler yapan kuruluşların 21.yüzyıl beceri çerçeveleri incelenmiş, fen eğitimi ile etkileşimli beceriler tartışılmış ve bu becerilere MEB Fen Bilimleri Dersi Öğretim Programı ve MEB 2023 Vizyon Belgesinde ne ölçüde yer verildiği ortaya konmuştur. Daha sonra ulusal ve uluslararası eğitim göstergelerine göre Türkiye’de 21.yüzyıl becerileri çerçevesinde fen eğitiminin bugünkü durumu ele alınmıştır. Çalışma ile 21.yüzyıl’da öne çıkan beceriler, covid-19 pandemisinin becerilerdeki dönüştürücü etkisi ve geleceğin becerilerinin Türkiye Fen Eğitimi politikalarına yansıması ve uygulamaları hakkında çıkarımlar yapılmıştır.

Anahtar Kelimeler:

21.yüzyıl becerileri, fen eğitimi politikaları, fen öğretimi, ulusal ve uluslararası eğitim göstergeleri, covid-19 pandemisi

Present and Future of Science Education in the Context of 21st Century Skills: An Analysis from the Perspective of Turkey

Children need to be equipped with 21st century skills to overcome the challenges of the new century in science and technology, learn deeply to understand life, solve real-life problems, and become individuals who can take responsibility in society. To provide individuals with the skills of the new century education, systems face the necessity of attempting to adapt individuals to rapid economic and social changes and to prepare individuals for yet undiscovered information and technologies, and for the jobs of the future. It is important to understand the role of science education in providing a quality education that can gain 21st century skills and shaping the people of the new world. This study is a literature review. The study aimed to examine the 21st century skills in global scientific reports/researches and their relationship with science education, as well as to reveal the policies and actions of the Ministry of National Education (MoNE) Science Education Curriculum and Turkey's Education Vision 2023 document within the framework of 21st century skills. In line with this purpose, the 21st century skill frameworks of organizations such as the P21 Skills Framework, the World Economic Forum (WEF), and the Organisation for Economic Co-operation and Development (OECD), which conduct research at global level, were examined, science education with interactive skills were discussed, and the extent to which these skills were included in the MoNE Science Curriculum/the Vision Document was revealed. Then the current state of science education in Turkey within the framework of the 21st century skills according to national and international education indicators, trending skills in the 21st century, The convertive effect of the pandemic on skills and its reflection on the future of science education and The reflection of skills of the future about Turkey's science education policy and practices were discussed.

Keywords:

21st century skills, science education policies, science teaching, national and international education indicators, covid-19 pandemic,

PDF

___

Andreasen N. (2019). Yaratıcı Beyin: Dehanın Nörobilimi. Akılçelen Kitaplar, 9.Baskı.
Aktamış H., & Ergin Ö. (2007). Bilimsel süreç becerileri ile bilimsel yaratıcılık arasındaki ilişkinin belirlenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 2007, 33 (33), 11-23.
Akoğlu Alp, Bilim İletişimi, TÜBİTAK Bilim ve Teknik Dergisi. https://www.yumpu.com/tr/document/read/21963758/bilim-iletisimi
Ananiadou K., & Claro M. (2009). "21st century skills and competences for new millennium learners in OECD countries. http://repositorio.minedu.gob.pe/handle/20.500.12799/2529
Aydin Ceran, S. & Ates, S. (2019). The effects of 5E model supported by life based contexts on the conceptual understanding levels measured through different techniques. Journal of Education in Science, Environment and Health (JESEH), 5(2), 227-243. https://doi.org/10.21891/jeseh.557999
Baumeister, R. F., & Leary, M. R. (1997). Writing narrative literature reviews. Review of general psychology, 1(3), 311-320.
Dede C., Comparing frameworks for 21st century skills. Bellenca, J. & Brandt R. (Eds). 21st century skills: Rethinking how students learn içinde. Solution Tree Press.
Denney, A. S., & Tewksbury, R. (2013). How to write a literature review. Journal of criminal justice education, 24(2), 218-234.
Ernst, J., & Monroe, M. (2004). The effects of environment‐based education on students' critical thinking skills and disposition toward critical thinking. Environmental Education Research, 10(4), 507-522. https://doi.org/10.1080/1350462042000291038
EURYDICE (2020). Structural Indicators for Monitoring Education and Training Systems in Europe. https://eacea.ec.europa.eu/national-policies/eurydice/content/structural-indicators-monitoring-education-and-training-systems-europe-2020-overview-major_en
Gilbert John K. (2005). On the Nature of “Context” in Chemical Education, International Journal of Science Education, 28(9), 957-976. https://doi.org/10.1080/09500690600702470
Hilton, M. (2010). Exploring the Intersection of Science Education and 21st Century Skills: A Workshop Summary. National Academies Press.
Jiménez-Aleixandre, M. P., & Erduran, S. (2007). Argumentation in science education: An overview. Argumentation in science education, 3-27. Springer.
Kulgemeyer, C. (2018). Impact of secondary students’ content knowledge on their communication skills in science. International Journal of Science and Mathematics Education, 16(1), 89-108. https://doi.org/10.1007/s10763-016-9762-6.
Kwok, S. (2018). Science education in the 21st century. Nature Astronomy, 2(7), 530-533. https://doi.org/10.1038/s41550-018-0510-4.
Layton, D. (1973). The Secondary School Curriculum and Science Education. Physics Education, 8(1), 19-23.
Mercer-Mapstone, L., & Kuchel, L. (2017). Core skills for effective science communication: A teaching resource for undergraduate science education. International Journal of Science Education, Part B, 7(2), 181-201. https://doi.org/10.1080/21548455.2015.1113573
MEB (2018a). Millî Eğitim Bakanlığı Fen Bilimleri Dersi Öğretim Programı. http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325
MEB (2018b). Millî Eğitim Bakanlığı 2023 Vizyon Belgesi. http://2023vizyonu.meb.gov.tr/
MEB (2019a). Türkçe-Matematik-Fen Bilimleri Öğrenci Başarı İzleme Araştırması (TMF-ÖBA)-I:4.SınıfSeviyesi. https://www.meb.gov.tr/meb_iys_dosyalar/2019_09/23150323_TMF-OBAI-4-2019_Rapor9.pdf
MEB (2019b). Akademik Becerilerin İzlenmesi ve Değerlendirilmesi (ABİDE) 2018: 4. Sınıflar Raporu. Ankara.
MEB (2019c). Akademik Becerilerin İzlenmesi ve Değerlendirilmesi (ABİDE) 2018: 8. Sınıflar Raporu. Ankara.
MEB (2020). Yenilik ve Eğitim Teknolojileri Genel Müdürlüğü Resmî Web Sayfası. https://yegitek.meb.gov.tr/www/sayilarla-uzaktan-egitim/icerik/3125
McFarlane, D. A. (2013). Understanding the challenges of science education in the 21st century: New opportunities for scientific literacy. International Letters of Social and Humanistic Sciences, (04), 35-44.
Meyer, A. A., & Lederman, N. G. (2013). Inventing creativity: An exploration of the pedagogy of ingenuity in science classrooms. School Science and Mathematics, 113(8), 400-409. https://doi.org/10.1111/ssm.12039
Millar, R. (2007). Science education for the 21st century. Scıence In Parlıament, 64(3), 25.
National Academy of Sciences (2005). National Academy of Sciences: Committee on Science Engineering and Public Policy. Rising above the gathering storm: energizing and employing America for a brighter economic future. National Academy Sciences, Washington, DC (2005)
NRC (2010). Exploring the intersection of science education and 21st century skills: A workshop summary.
OECD (2018). The Future of Education and Skills-Education, Learning Compass2030.https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf
OECD (2019a). The Future of Education and Skills-Education 2030: A Series of Concept Notes. http://www.oecd.org/education/2030-project/teaching-and-learning/learning/learning-compass-2030/OECD_Learning_Compass_2030_Concept_Note_Series.pdf
OECD (2019b). PISA 2018 Results (Volume I): What Students Know and Can Do. OECD Publishing. https://doi.org/10.1787/5f07c754-en
OECD (2019c). PISA 2018 Country-Specific Overviews-Turkey. https://www.oecd.org/pisa/publications/PISA2018_CN_TUR.pdf
OECD (2020). Back to the Future of Education Four OECD Scenarios for Schooling. https://www.oecd.org/education/back-to-the-future-s-of-education-178ef527-en.htm
Osborne, J. (2013). The 21st century challenge for science education: Assessing scientific reasoning. Thinking skills and creativity, 10, 265-279.
Panel, ICT Literacy (2002). Digital transformation: A framework for ICT literacy. https://www.ets.org/Media/Research/pdf/ICTREPORT.pdf
P21 (2019). P21’s Frameworks for 21st Century Learning. https://www.battelleforkids.org/networks/p21/frameworks-resources.
Robinson K. (2020). Yaratıcı Öğrenciler. çev., Dilek Boyraz. Sola Unitas, 6.basım.
Rowley, J. and Slack, F. (2004), "Conducting a literature review", Management Research News, Vol. 27 No. 6, pp. 31-39. https://doi.org/10.1108/01409170410784185
Sadler, T. D., & Donnelly, L. A. (2006). Socioscientific argumentation: The effects of content knowledge and morality. International Journal of Science Education, 28(12), 1463-1488. https://doi.org/10.1080/09500690600708717
Starko, A. J. (2014). Creativity in the classroom: Schools of curious delight. Routledge.
Suna, H. E., & Özer, M. (2021). Türkiye’de Sosyoekonomik Düzey ve Okullar Arası Başarı Farklarının Akademik Başarı ile İlişkisi. Journal of Measurement and Evaluation in Education and Psychology, 12(1), 55-71.
Soler G. M. & Dadlani K. (2020). The way we teach science is vital for all our futures. https://www.weforum.org/agenda/2020/08/science-education-reset-stem-technology/
Snyder, L. G., & Snyder, M. J. (2008). Teaching critical thinking and problem solving skills. The Journal of Research in Business Education, 50(2), 90-99.
Topcu, M. S., Muğaloğlu, E. Z., & Güven, D. (2014). Fen eğitiminde sosyobilimsel konular: Türkiye örneği. Kuram ve Uygulamada Eğitim Bilimleri, 14(6), 1-22.
Turiman, P., Omar, J., Daud, A. M., & Osman, K. (2012). Fostering the 21st century skills through scientific literacy and science process skills. Procedia-Social and Behavioral Sciences, 59, 110-116. https://doi.org/10.1016/j.sbspro.2012.09.253
TIMSS (2020). 2019 International Results in Mathematics and Science. https://www.iea.nl/publications/study-reports/international-reports-iea-studies/timss-2019-international-report.
Tytler, R. (2007). Re-Imagining Science Education: Engaging Students in Science for Australia's Future. Australian Education Review 51. Australian Council for Educational Research.
UNESCO (2014). Education Strategy 2014-2021. https://unesdoc.unesco.org/ark:/48223/pf0000231288
WEF (2016). The Future of Jobs Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution. http://www3.weforum.org/docs/WEF_Future_of_Jobs.pdf
WEF (2018a). The Future of Jobs Report. http://www3.weforum.org/docs/WEF_Future_of_Jobs_2018.pdf.
WEF (2018b). Executive Opinion Survey, Appendix C. http://www3.weforum.org/docs/GCR20172018/04Backmatter/TheGlobalCompetitivenessReport2017%E2%80%932018AppendixC.pdf
WEF (2020a). Schools Of The Future. http://www3.weforum.org/docs/WEF_Schools_of_the_Future_Report_2019.pdf
WEF (2020b). The Future of Jobs Report. http://www3.weforum.org/docs/WEF_Future_of_Jobs_2020.pdf
WEF (2020c). The Global Competitiveness Report Special Edition 2020: How Countries are Performing on the Road to Recovery. https://www.weforum.org/reports/the-global-competitiveness-report-2020
Yavuz M. (2020). Başımıza İcat Çıkaran Çocuklar ve Gençler. Pegem Akademi.
Zeidler, D. L., & Nichols, B. H. (2009). Socioscientific issues: Theory and practice. Journal of Elementary Science Education, 21(2), 49-58. https://doi.org/10.1007/BF03173684