Hayat Bilgisi Ders Kitaplarının Anahtar Yetkinlikler Açısından İncelenmesi

Taneri, Ahu; Yüksel, Sevgi

doi:10.30855/gjes.2020.06.02.002

Cited by 18 publications

(15 citation statements)

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“…innovations and leads changes. In addition to the skills that are necessary during education, learners should be provided with both qualifications and the skills that define these qualifications (Yüksel & Taneri, 2020;TTKB, 2017;Gürültü et al, 2020;Güler, 2019;myk.gov.tr, 2019). As a result of these studies carried out to increase the quality in education, the Ministry of National Education published the document of "Education Vision for 2023" and often referred to the 21 st century skills (Öztermiyeci, 2019).…”

Section: Reflections Of the 21 St Century Skills Into Turkish Education Systemmentioning

confidence: 99%

Reflections on the 21st Century Skills into the Curriculum of Social Studies Course

Erol

2021

IJELS

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This study aimed to investigate the reflections of the 21st century skills into the curriculum of social studies course in Turkey. The classification made by the institutions classifying the 21st century skills in line with this objective has been examined and the classification made by the Partnership for 21st Century Skills (P21) has been considered as it has been generally accepted. The study investigated the reflections of the 21st century skills on social studies curriculum being subject to detailed content analysis. Accordingly, the basic approach of the curriculum was examined as to whether these skills were included in terms of the values in learning outcomes. Among qualitative research methods, the document analysis technique was used in the study. The results have shown that the 21st century skills are largely included in the social studies curriculum. However, the 21st century skills are not included in the curriculum as a concept. The main components of the 21st century skills are not equally included in the curriculum. Those included most information, media and technology skills (6 sub-skills) and learning and innovation skills (5 sub-skills). The life and professional skills were included least (2 sub-skills). It has been found out that creativity and innovation, information and communication technologies literacy, social and multicultural skills, which are within the 21st century skills, are included in the Social Studies curriculum as innovative thinking, digital literacy and social participation skills. However, there was no explanation regarding how those skills intended to be acquired. The flexibility and adaptability, productivity and responsibility, leadership and responsibility skills were not directly included in the curriculum. The concept of information literacy that came into prominence in the 21st century was mainly reflected in the social studies course curriculum with the skill dimension. Accordingly, the media literacy, financial literacy, digital literacy, political literacy, map literacy and environmental literacy have been included widely. Considering the 21st century skills, the social studies curriculum can be updated. Distribution of these skills on class levels can be done in a more balanced manner. The 21st century perspective can be evoked in the basic approach and philosophy of the curriculum.

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Section: Reflections Of the 21 St Century Skills Into Turkish Education Systemmentioning

confidence: 99%

Reflections on the 21st Century Skills into the Curriculum of Social Studies Course

Erol

2021

IJELS

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“…According to the findings obtained in the research, Science and Mathematics textbooks do not include sufficient content for digital competence, but MoNE stated that acquiring competencies and values to students is the main purpose of the curriculums (MEB, 2018). However, it is seen that in many curricula, very little place is given to the achievements of digital competence (Kana & Kiler, 2021;Otuz, Kayabaşı & Ekici, 2018;Yüksel & Taneri, 2020). Ekmen and Bakar (2018) Erstad (2008) and European Commission (2010) emphasized the importance of designing learning environments that include real-life applications to increase students' digital competence.…”

Section: Discussionmentioning

confidence: 99%

“…that digital competence is evaluated within the classification of life skills and in terms of achievements in curriculums (Ekmen & Bahar, 2018;Kana & Kiler, 2021;Kurudayıoğlu & Soysal, 2020;Pala, 2020;Yalkın & Işık, 2019;Yüksel & Taneri, 2020). Kurudayıoğlu and Soysal (2020) examined the learning goals of the 2018 Turkish Lesson Curriculum (1, 2, 3, 4, 5, 6, 7, and 8th Grades) in terms of the European digital competence framework to analyze the learning goals' relevance with digital competence.…”

Section: Research and Evidence-based Definitionsmentioning

confidence: 99%

“…In addition, they stated that this situation is considered as a whole in all other courses, and in this direction, it has been determined that content, subject, achievement, warning, and so on are included in each lesson. In the study of Yüksel and Taneri (2020), Life Studies textbooks are examined in terms of key competencies within the framework of Turkish qualifications, and accordingly, digital competency is given a low rate in books at all grade levels. In the study of Kana and Kiler (2021), the texts and activities in the secondary school Turkish textbooks were examined in the context of the competencies in the Turkish curriculum, and digital competency was among the competencies that were included in the least number.…”

Section: Research and Evidence-based Definitionsmentioning

confidence: 99%

See 1 more Smart Citation

Evaluation of Science and Mathematics Textbooks in Context of Digital Competence

ÇELİKOĞLU

Taş

AYYILDIZ

et al. 2022

Journal of Computer and Education Research

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In this study, it is aimed to evaluate the content of the textbooks between the 5th-8th grade science and mathematics textbooks in the context of digital competence. Textbooks MoNE publications in the 2020-2021 academic year were used and document analysis method was preferred. For data analysis, a checklist was created by using the digital competence criteria published in the MoNE curriculum. To the findings, there is very little attention on the content for digital competence in Science and Mathematics textbooks. The content is mostly oriented "access to information" and digital-oriented content is in the book chapters mostly took part in the "unit sections.". There is no increase in the content for digital competence as the grade level increases and no content for "retention of information" and "presentation of information" at any grade level. Also there are significant differences in the content of the textbooks at the same grade level in the context of digital competence. To fill the main gaps between the learning goals and textbooks in the context of digital competence and to create related content for the dimensions, a digital competence framework of our country should be.

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“…Bütün bunlarla birlikte Yükseköğretim Kurumları Sınavındaki problemlerin farklı bilişsel düşünme çerçeveleri açısından analiz edilmesi hem sınavın hem de matematik öğretim programının değerlendirilmesine olanak sağlayacağı için önemli görülmektedir (Baştürk, 2006). Aynı zamanda, TYÇ'nin ana hedefi, yeterlilikleri tanımlamak ve öğrenme kazanımları ile bu yeterlikleri karşılaştırmak olduğu için bu çalışmada matematiksel yeterlik kapsamında matematiksel muhakeme çerçevelerine odaklanmak faydalı olabilir (Yüksel, 2019).…”

Section: Problem Durumu Ve Araştırmanın öNemiunclassified

Yükseköğretim Kurumları Sınavlarında Oran-Orantı Kavramı ile İlgili Çıkmış Problemlerin Matematiksel Muhakeme Açısından İncelenmesi

Akın

Sezgin²,

Alkan

et al. 2023

Anadolu Journal of Educational Sciences International

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Bu araştırmanın amacı, 1966 yılından itibaren 2022 yılına kadar son 57 yılda Yükseköğretim Kurumları Sınavlarında oran-orantı kavramı ile ilgili çıkmış problemleri Lithner’in (2008) matematiksel muhakeme çerçevesine göre incelemektir. Bu çalışmanın tasarımı analitik araştırma modeli bağlamında ele alınmıştır. Ayrıca bu araştırmada veriler doküman incelemesi yoluyla toplanmıştır. Bu araştırmanın verileri Lithner’in (2008) matematiksel muhakeme çerçevesine dayanarak betimsel analiz yaklaşımıyla çözümlenmiştir. 1966-2022 yılları arasında Yükseköğretim Kurumları Sınavı'nda (YKS) oran-orantı kavramına ilişkin 164 matematik problemi tespit edilmiştir. Araştırma bulguları, son 57 yılda YKS'de oran-orantı kavramı ile ilgili çıkmış problemlerin %84'ünün taklitçi muhakeme (TM) ile çözülebildiğini ve %16'sının yaratıcı muhakeme (YM) yapılarak çözülebileceğini göstermiştir. Taklitçi ve yaratıcı muhakeme bileşenleri açısından, bu problemlerin büyük çoğunluğu [%70] algoritmik muhakeme (ALGM) yaparak çözülebilirken, bu problemlerin sadece %3’ü global yaratıcı muhakeme (GYM) yaparak çözülebilmektedir. Araştırma bulguları, ALGM bağlamındaki bu problemlerin %14'ünün ezberlenmiş muhakeme (EM) yapılarak, %70'inin ise ALGM yapılarak çözüldüğünü göstermiştir. Ayrıca YM bağlamındaki bu problemlerin %13'ünün yerel yaratıcı muhakeme (YYM) yapılarak, %3'ünün ise global yaratıcı muhakeme (GYM) yapılarak çözüldüğünü ortaya çıkarmıştır. Bu araştırmanın sonuçları, öğrencilerin son yıllarda gerçekleşen YKS’de taklitçi muhakeme yerine yaratıcı muhakeme yapmaları gerektiğini ortaya koymuştur. Bu araştırma, 1966-2022 yılları arasında YKS’de oran-orantı kavramına ilişkin problemlerin matematiksel muhakeme açısından derinlemesine incelediğinden, araştırma bulgularının ülkemizdeki matematik eğitimi araştırmacılarına ve matematik öğretmenlerine yararlı bilgiler sağladığı düşünülmektedir.

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Hayat Bilgisi Ders Kitaplarının Anahtar Yetkinlikler Açısından İncelenmesi

Cited by 18 publications

References 0 publications

Reflections on the 21st Century Skills into the Curriculum of Social Studies Course

Reflections on the 21st Century Skills into the Curriculum of Social Studies Course

Evaluation of Science and Mathematics Textbooks in Context of Digital Competence

Yükseköğretim Kurumları Sınavlarında Oran-Orantı Kavramı ile İlgili Çıkmış Problemlerin Matematiksel Muhakeme Açısından İncelenmesi

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