Development and validation of the Malaysian 21st century skills instrument (M-21CSI) for science students

Osman, Kamisah; Soh, Tuan Mastura Tuan; Arsad, Nurazidawati Mohamad

doi:10.1016/j.sbspro.2010.12.204

Cited by 39 publications

(27 citation statements)

References 3 publications

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“…In the 21 st century, Malaysia faces new challenges due to globalization, liberalization, internationalization and the development of information and communication technology (ICT) (Osman, Tuan Soh & Arsad, 2010;Tuan Soh, Osman & Arsad, 2012). Changes have occurred in the ways science educators and researchers view the learning that occur in, and emerges from, experiences in informal contexts such as museums, science centres, botanic gardens and aquarium.…”

Section: Introductionmentioning

confidence: 99%

Outdoor Education: An Alternative Approach in Teaching and Learning Science

Soh¹,

Meerah²

2013

ASS

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To understand fully and aware of children's science learning, one should look not only at learning that takes place in the kindergarten and primary school but also in learning that takes place outside the classroom. This paper aims to discuss outdoor education: an alternative approach in teaching and learning science in the Malaysian context. In this 21 st century, the exposure and experience in the field of science and technology are needed in nurturing interest among students who are involved in this field. The advantages of experience-based learning which includes hands-on activities and on-site learning should be empowered. Thus, informal and non-formal science learning plays an important role in assisting all levels of society, regardless of age in exploring science and technology. Informal and non-formal learning of science is a complement to formal learning and occur in a variety of different places through various channels, such as the entertainment media, television and film; science centres and museums; zoos and aquariums, botanical gardens, and etc. This paper discusses the concept of science learning outside the classroom; the non-formal and informal science learning which covers the institutions/organizations involved in the non-formal science learning in Malaysia; and the potential of non-formal science centre setting in complement with the formal science education setting. It is hoped that this paper will provide an insight towards science learning out of school in Malaysian context.

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Section: Introductionmentioning

confidence: 99%

Outdoor Education: An Alternative Approach in Teaching and Learning Science

Soh¹,

Meerah²

2013

ASS

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“…The 21st-century skills instrument developed by [10], [11] was administered in this survey method study. The four main domains of the 21st-century skills are displayed in Table 1.…”

Section: A Research Instrumentmentioning

confidence: 99%

21st Century Skills Mastery Amongst Science Foundation Programme Students

Turiman¹,

Wook²,

Osman³

2019

Int. J. Adv. Sci. Eng. Inf. Technol.

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The rapid growing of knowledge economy that relies on the advancement of ICT has changed the trend of employment and social life. Employers in this century are looking for competitive, innovative and global employees. As a consequence, students should be prepared to acquire 21 st-century skills so that they can be successful in the employment and social life. Before that, this study has examined the mastery level of the 21 st-century skills amongst science foundation programme students. This study has also investigated the relationships between former school location and gender on the mastery levels of the 21 st-century skills. A total of 240 students from two foundation colleges participated in this quantitative study. The findings indicated that the mastery level of the 21 stcentury skills was high. All subdomains of the 21 st-century skills were at a high mastery level. However, economy literacy as one of digital era literacy subdomains showed a moderate level. Meanwhile, creativity as one of the inventive thinking subdomains also showed a moderate level, and interactive communication as one of effective communication subdomains also showed a moderate level. Findings also revealed that there were no significant differences between former school location and gender on the mastery levels of the 21 st-century skills amongst science foundation programme students.

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“…Bununla birlikte öğretmenler öğrenme ortamlarının oluşturulmasında ve etkinliklerin düzenlenmesinde de önemli role sahiptir (Griffin, McGaw ve Care, 2012). Bu konuda başarıya ulaşılabilmesi için, öğretmenlerin okul ve okul dışında düzenledikleri etkinlikler, uyguladıkları strateji ve yöntemlerle öğrencilerin bu becerileri kazanmasına olanak sağlamaları (Cansoy, 2018) (Kang, Heo, Jo, Shin ve Seo, 2010), lise öğrencilerinin (Arsad, Osman ve Soh, 2011;Osman, Soh ve Arsad, 2010), lise ve üniversite öğrencilerinin (Çevik ve Şentürk, 2019), üniversite öğrencilerinin (Yılmaz ve Alkış, 2019), öğretmen adaylarının (Anagün, Atalay, Kılıç ve Yaşar, 2016;Tondeur, Aesaert, Pynoo, vanBraak, Fraeyman ve Erstad, 2017), öğretmenlerin (Keskin ve Yazar, 2015) 21. yüzyıl becerilerinin belirlenmesine yönelik ölçek geliştirme/uyarlama çalışmalarının yapıldığı görülmektedir. Bununla birlikte alanyazında; öğretmenlerin 21. yüzyıl becerilerini kullanım durumlarını (Deborah, 2012), öğretmen adaylarının 21. yüzyıl öğreten becerilerini ve öğrenen becerilerini kullanım durumlarını (Orhan Göksun, 2016) belirlemeye ilişkin ölçme araçları da yer almaktadır.…”

Section: Introductionunclassified

21. Yüzyıl Becerileri Öğretimi Ölçeğinin Türk Kültürüne Uyarlanması: Geçerlik Güvenirlik Çalışması

Özyurt¹

2020

OPUS Uluslararası Toplum Araştırmaları Dergisi

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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.

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Development and validation of the Malaysian 21st century skills instrument (M-21CSI) for science students

Cited by 39 publications

References 3 publications

Outdoor Education: An Alternative Approach in Teaching and Learning Science

Outdoor Education: An Alternative Approach in Teaching and Learning Science

21st Century Skills Mastery Amongst Science Foundation Programme Students

21. Yüzyıl Becerileri Öğretimi Ölçeğinin Türk Kültürüne Uyarlanması: Geçerlik Güvenirlik Çalışması

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