Middle School Students  Perceptions about Twenty-First-Century Learning Practices in Science Classes: A Multidimensional Approach

Uğur, Ünzile Elif; Sungur, Semra

doi:10.16986/huje.2020058877

Cited by 2 publications

(3 citation statements)

References 9 publications

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“…Self-efficacy Yao [48]; U gur and Sungur [50]; Hiemstra et al [34]; Turan and Koç [31]; Kim and Lee [32].…”

Section: Liberating Factorsmentioning

confidence: 99%

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Liberating and Oppressive Factors for Self-Directed Learning: A Systematic Literature Review

Vaičiūnienė,

Kazlauskienė

2023

Education Sciences

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Self-directed learning (SDL) is one of the key competencies that provides the conditions necessary for adjustments to changes in the social context, and it should be developed from the early years of schooling. The effect of SDL on learners’ motivation and attainments has been proven, and its value in enabling learners to change has been substantiated. When applying it in practice, difficulties are faced because SDL-based pedagogy sets challenges for both school students and teachers. It is important to carry out a systematic analysis investigating factors that provide the conditions for the self-directed learning of students. A systematic analysis (applying methods of systematic reviews and meta-analysis (PRISMA)) allows us to emphasize that the liberating factors of SDL include learning environments (support/scaffolding, teaching and learning strategies, physical environment and technological resources, autonomy, assessment and self-assessment, feedback, sustainable and positive climate), obtained knowledge, abilities (self-efficacy, cognitive competence, time management, meta-learning skills), and the learner’s proactivity (collaboration, meeting learners’ needs, possibilities, search for learning support, and raising questions). The oppressive factors of SDL when dealing with learning environments for both learners and teachers (learning load, teaching and learning strategies, teacher power, anxiety, negative emotions, assessment, absence of feedback, control, lack of learning support) as well as educational institutions (teacher support, learning facilities, culture of encouragement and support) are discussed.

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“…Self-efficacy Yao [48]; U gur and Sungur [50]; Hiemstra et al [34]; Turan and Koç [31]; Kim and Lee [32].…”

Section: Liberating Factorsmentioning

confidence: 99%

“…U gur and Sungur [50], Yao [48], and Kim and Lee [32] relate the SDL level to academic self-efficacy. Hiemstra et al [34] explain that the motivation of individuals seeking their goals is usually stronger (self-efficacy and determination); whereas control dominates when aiming to meet external standards.…”

Section: Obtained Knowledge Abilitiesmentioning

confidence: 99%

Liberating and Oppressive Factors for Self-Directed Learning: A Systematic Literature Review

Vaičiūnienė,

Kazlauskienė

2023

Education Sciences

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“…In this context, in 2006, the Norwegian Ministry of Education and Research included five basic competencies, including the development of digital skills, in the new education curriculum within the framework of the Knowledge Promotion reform, from primary education to high school (Tømte, 2015). In 2010, the Ministry of Education of Singapore aimed to increase students' 21st century competencies by introducing a new framework for curriculum (Uğur & Sungur, 2021). In Finland, these competencies have been included in the national education curriculum as seven broad-based or transversal competencies (Ranta et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Analysis of secondary school mathematics textbooks in the context of digital competence

AŞICI,

TEMEL

2023

Journal of Educational Technology and Online Learning

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When the perspectives of secondary school mathematics curriculum are examined, it is seen that the main purpose of our country's education system is to raise individuals with knowledge, skills, and behaviors integrated with values and competencies. In this context, eight key competencies determined based on the Turkish Qualifications Database have been defined in the curricula. The concept of “Digital Competence” is distinguished as one of these competencies; It is about the safe and critical use of information and communication technologies for work, daily life, and communication. In today's world, where digitalization is inevitable and necessary, raising individuals with digital competence is very important. For this reason, it is of great importance that textbooks, which are one of the essential instruments of the educational environment, are prepared in a way that will contribute to digital competence skills. In this context, the aim of the current study is to determine at what level digital competence, which is included in the 2018 secondary school mathematics curriculum, is included in secondary school textbooks. In the study, the document analysis technique, one of the qualitative research methods, was used. The documents of the study consist of secondary school textbooks used in public schools in the 2022-2023 academic year. The documents determined within the scope of the study are analyzed with a content analysis technique using a technology-supported qualitative data analysis software. During the coding process to be done, the relevant literature was examined and a deductive approach was adopted and a code list consisting of the components of the concept of digital competence was created. Participation in common networks, access to information, and daily life can be given among the sample codes used in the study. Some results obtained from this study show that secondary school mathematics textbooks do not sufficiently include the concept of digital competence, which has an essential place in the curriculum. In line with the results obtained from the study, suggestions were made to the textbook authors and researchers.

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Middle School Students Perceptions about Twenty-First-Century Learning Practices in Science Classes: A Multidimensional Approach

Cited by 2 publications

References 9 publications

Liberating and Oppressive Factors for Self-Directed Learning: A Systematic Literature Review

Liberating and Oppressive Factors for Self-Directed Learning: A Systematic Literature Review

Analysis of secondary school mathematics textbooks in the context of digital competence

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