The purpose of the study was to adapt the 21st Century Skills Teaching Scale into Turkish Culture. The research was conducted with 233 prospective teachers in the Fall Term of 2019-2020 Academic Year. The scale serves the purpose of measuring prospective teachers' self-efficacy perceptions regarding the teaching of 21 st century skills and consists of 10 items and three factors. Sub-factors of the scale are utility of technology, collaboration and innovation & problem solving. In the adaptation process of the scale to Turkish, linguistic validity, conceptual and experiential equivalence, construct validity, criterion validity and reliability studies were carried out. In order to ensure the linguistic validity of the Turkish form of the scale, translation back translation technique was applied and expert opinions were asked. Confirmatory Factor Analysis (CFA) was applied to test the construct validity. To test the criterion validity, the correlation between the whole scale and each sub-factor was examined. Within the scope of reliability studies, Cronbach Alfa (internal consistency) reliability coefficients of the scale, halftest reliability, item total correlations and item discrimination values were calculated. As a result of the research, it has been determined that the 21 st Century Skills Teaching Scale Turkish Form is a valid and reliable measurement tool that can be used to measure the self-efficacy perceptions of prospective teachers regarding 21 st century skills teaching.

Öz: Bu araştırmada, okul öncesi eğitimi alan çocukların okul olgunluğu düzeylerinin eğitim alma süresi, eğitim gördüğü okul türü, cinsiyet ve ay bakımından yaşı açısından incelenmesi, ayrıca öğretmenlerin okul öncesi eğitimi ile okul olgunluğu kavramına ilişkin görüşlerinin belirlenmesi amaçlanmaktadır. Karma araştırma yönteminin kullanıldığı araştırmanın deseni açıklayıcı sıralı desen olarak belirlenmiştir. Çalışmanın örneklemi, 2016-2017 öğretim yılında Gaziantep ili Şahinbey ve Şehitkamil ilçelerinin Milli Eğitim Müdürlüklerine bağlı, tabakalı örnekleme ile belirlenmiş beş okulda eğitim gören 221 çocuk ile bu okullarda görev yapmakta olup maksimum çeşitlilik örneklem ilkesiyle belirlenen 5 sınıf öğretmeni ve 5 okul öncesi öğretmeni olmak üzere toplam 10 öğretmenden oluşmaktadır. Araştırmada veri toplama aracı olarak Metropolitan Okul Olgunluğu Testi ve görüşme formu kullanılmıştır. Veri analizi aşamasında araştırmanın nicel verileri için bağımsız gruplar t-testi ve ANOVA, nitel verileri için ise betimsel analiz uygulanmıştır. Yapılan analizler sonucunda, okul öncesi eğitim alma süresi ve ay bakımından yaşı arttıkça çocukların okul olgunluğu puan ortalamalarında artış olduğu belirlenmiştir. Okul türü değişkenine göre ise 'Bağımsız' anaokullarındaki çocukların okul olgunluğu puan ortalamalarının, 'ilkokul' bünyesindeki ana sınıflarında eğitim gören çocuklardan daha yüksek olduğu tespit edilmiştir. Araştırmada ayrıca öğretmenlerin okul olgunluğuna sahip çocukların 'Fiziksel ve zihinsel becerileri gösterme', 'Yaşıtlarıyla benzer özellikler gösterme','Sorumluluk sahibi olma', 'Sınıf, okul kurallarını anlayıp bunları uygulayabilme' ve 'Kendini rahatça ifade edebilme' özellikleri göstermesini beklediği tespit edilmiştir. Anahtar Kelimeler: Okul olgunluğu, okul öncesi eğitim, metropolitan okul olgunluğu testi Abstract: This study was conducted to investigate the school readiness levels of pre-school children in terms of school period, type of pre-school institution gender and month age variables and also to assess pre-school teachers' and elementary school teachers' opinions regarding the impact of pre-school education upon the school readiness concept. Explanatory sequential mixed design and mixed research method were used in the research. The population and sample group of the study consist of 221 preschool children attending five schools attached to the Provincial Directorates of National Education of Sahinbey and Sehitkamil districts of Gaziantep province, which were determined using stratified sampling and 5 elementary school and 5 pre-school teachers, adding up to totally 10 teachers, at these schools chosen using maximum variation sampling. "Metropolitan Readiness Test" and an interview form were used as data collection tools in the research. Independent Samples T-Test and ANOVA were used for the quantitative data and the descriptive analysis technique for the qualitative data of the study. As a result, it has been observed that there is an increase in the school readiness mean scores as the school period and m...

Purpose: Scientific literacy plays an important role in catalyzing science learning in the 21 st century. Unfortunately, previous evidence revealed that students' scientific literacy tends to be unsatisfactory. This study investigated the effect of ethnosciencethemed picture books embedded in context-based learning (EthCBL) on students' scientific literacy. Methods: In this quasi-experimental research, 58 (35 girls and 23 boys) fifth-grade students in a public elementary school in Indonesia were selected using purposive sampling. Twenty-nine students (19 girls and 10 boys) were assigned as an experimental group and 29 students (16 girls and 13 boys) were assigned as a control group.

No abstract

The aim of the study is to analyze elementary school teachers' frequency of use of methods and techniques directed at improving the critical thinking skill. In the study mixed research method was used. The sample of the study is comprised of 618 elementary school teachers at 19 primary schools chosen through the randomized sampling method. As for the qualitative dimension of the study, 16 teachers selected using the maximized variation method. The quantitative data of the study were collected using "frequency of use of methods and techniques that improve critical thinking skill survey", while the qualitative ones were obtained through an interview form. Frequency analysis was employed in the analysis of the quantitative data in the study. On the other hand, the qualitative data were analyzed using the descriptive analysis technique. At the end of the study, it was established that teachers use problem solving method and questionanswer technique the most, case study method and six thinking hats technique the least. The reasons they frequently use these are; taking less time in crowded classes, proper for students' level, ensure easy and permanent learning, contemplation on topics and students' active participation. Another outcome of the study is parents' indifference as the most frequently encountered problem while teachers practice methods and techniques improving critical thinking.