Bilgi Okuryazarlığı

Dedebali, Nurhak Cem

doi:10.14527/9786052414699.03

Cited by 4 publications

(2 citation statements)

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“…İnternet ağları ve bilgisayar sayesinde bilgi büyük önem kazanmış ancak bu gelişmeler doğru bilgiye ulaşma, doğru bilgiyi seçebilme ve değerlendirme gibi çeşitli sorunları da ortaya çıkarmıştır. 21. yüzyılda bilgiye hızlı ulaşma, bilgiyi yeniden yapılandırmaya verilen önem hızla artmış ve bu doğrultuda bireylerin bilgi okuryazarı olmalarının da önemi giderek artmıştır (Dedebali, 2019).…”

Section: Bilgi Medya Ve Teknoloji Becerileriunclassified

21. Yüzyil Beceri̇leri̇ni̇n Çocuk Edebi̇yati Eserleri̇ne Yansimasi: Mi̇yase Sertbarut

BAYRAKTAR

2023

ressjournal

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The developments in the 21st century have also revealed the skills that individuals must have. Nowadays, it seems that people need these skills in every field, from their business lives to their social lives. The Ministry of National Education also shapes its educational programs to provide students with these skills. Works of children's literature, which play a major role in children's lives and have an indirect impact on their education, will also play an active role in supporting these skills. Literary works written for children help children get to know themselves and their environment through story fiction and the characteristics of the heroes. While reading, the child becomes aware of many concepts, facts and values. Learns to make connections between events, recognize problems, and produce different solutions to problems. Reading also develops a child's creativity, problem-solving skills and imagination. Considering the benefits of reading to the child, it can be seen that these features largely overlap with 21st century skills. Teachers and parents have great responsibilities in ensuring that children encounter books according to their age groups and interests. It is thought that this study will also provide guidance to teachers and parents. In this research, it is aimed to examine Miyase Sertbarut's works in terms of 21st century skills. Document review method, one of the qualitative research methods, was used in the research. The data obtained in the research were evaluated using the descriptive analysis method. It was seen that 21st century skills were covered implicitly through events and characters in the books examined. It has been determined that in the examined works, emphasis is placed on fiction and characters that will support children's 21st century skills such as creativity, critical thinking, problem solving, communication, cooperation, technology literacy, information literacy, media literacy, social skills, leadership, responsibility and self-management skills. It has been determined that the works examined within the scope of the research have rich content that can support the development of 21st century skills in children.

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Section: Bilgi Medya Ve Teknoloji Becerileriunclassified

21. Yüzyil Beceri̇leri̇ni̇n Çocuk Edebi̇yati Eserleri̇ne Yansimasi: Mi̇yase Sertbarut

BAYRAKTAR

2023

ressjournal

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“…Dijital çağda öğretmenler okullarda sadece konu anlatımı, testler ve akademik başarı üzerine degil, onların bireysel özelliklerini dikkate alan ve yaratıcılıklarını ortaya çıkaracak bir misyona sahip olmalıdır (Kaufman, 2013). Artık öğretim yöntemlerin değişmesi, eğitimde daha çok öğrenciyi merkeze alan etkileşime dayalı öğrenme ortamlarının ön plana çıkması, öğretmenin öğrenme ortamlarındaki rolünün öğrencisi ile öğrene dönüşmesi öğretmenlerin eğitimdeki görevini değiştirmiştir (Dedebali, 2019). Türkiye'de Milli Eğitim Bakanlığı (MEB) öğretmen merkezli eğitimin yerine öğrenci merkezli eğitimin esas alındığı yapılandırmacı eğitime geçen köklü müfredat değişikliğini 2005 yılında uygulamaya koymuştur (MEB, 2017a).…”

Section: A Moderate Positive Relationship Was Found Between Reconstruunclassified

Öğretmen Adaylarının Eğitim İnançları ile 21. Yüzyıl Becerileri Arasındaki İlişki

Gökbulut¹

2020

TurkishStudies

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In this research, a descriptive study was carried out in the screening model in order to reveal the relationship between teacher candidates' educational beliefs and 21st century skills. The study group consisted of 233 candidates teachers. Data were collected by using "21st Century Skills Competence Perceptions Scale for Teacher Candidates "and "Educational Beliefs Scale". The relationship between candidates teachers' educational beliefs and 21st century skills was analyzed and the results evaluated. The prospective teachers were; What is the level of 21st century skills and teaching beliefs? Does 21st century skills and teaching beliefs change according to gender and class? Is there a relationship between 21st century skills and teaching beliefs? The answers to his questions were sought. In the research, a positive high level relationship was found between the 21st century skills and sub-factors of Information, Media and Technology Skills and Life and Career Skills of the candidate teachers, while a medium level positive relationship was determined between Learning and Renewal Skills. Candidate teachers have the highest belief in Progressiveness education. When the relationship between 21st century skill levels and gender of prospective teachers was examined, no significant difference was found between male and female prospective teachers. On the other hand, in terms of education beliefs and gender, it was seen that female teacher candidates were higher than men in the belief of progressism.

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Verification of Information and Evaluation of Approaches of Information Professionals in Accessing Accurate Information

Külcü

2020

Advances in Media, Entertainment, and the Arts

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Accurate information for information professionals means recorded data that has integrity, validity, reliability, and authenticity. However, confidence in information sources can be pushed to the background when easily accessible and sensational information becomes so popular. It is often difficult even for professionals to decide on which content and which sources are credible. The chapter will describe the result of a survey of 236 information professionals that evaluated the personal and institutional communication and information acquisition environments, information searching behaviors, information and media literacy perspectives. The study looked at information requirements and information seeking behaviors, e-government services, citizenship issues, social and cultural activities and evaluated them within the framework of internet search engines, radio and television channels, social media, and information centers.

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Bilgi Okuryazarlığı

Cited by 4 publications

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21. Yüzyil Beceri̇leri̇ni̇n Çocuk Edebi̇yati Eserleri̇ne Yansimasi: Mi̇yase Sertbarut

21. Yüzyil Beceri̇leri̇ni̇n Çocuk Edebi̇yati Eserleri̇ne Yansimasi: Mi̇yase Sertbarut

Öğretmen Adaylarının Eğitim İnançları ile 21. Yüzyıl Becerileri Arasındaki İlişki

Verification of Information and Evaluation of Approaches of Information Professionals in Accessing Accurate Information

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