Öğrencilerin 21. Yüzyıl Becerilerinin Çeşitli Değişkenler Açısından İncelenmesi

Engin, Ali Osman; Korucuk, Murat

doi:10.17152/gefad.875581

Cited by 11 publications

(2 citation statements)

References 20 publications

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“…This finding is consistent with studies in the literature (Bozkurt & Çakar, 2016;Canpolat,2021;Eğmir &Erdem,2021;Gürültü, Aslan &Alcı, 2019;Karakaş,2015;Kıyasoğlu & Çeviker Ay 2020;Kozikoğlu & Altunova, 2018;Orhan-Göksün & Kurt, 2017;Önür & Kozikoğlu, 2019;Peker,2019). However, Engin and Korucuk (2021) found a significant difference in favor of male participants. This was because males found more opportunities to develop their responsibility and leadership than females.…”

Section: Discussion and Recommendationsmentioning

confidence: 71%

The Relationship Between 21st Century Learner Skills and Program Literacy Levels of Pre-Service Teachers

KULOĞLU

2022

Int. J. of Cont. Edu. Res.

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The aim of this study was to examine the relationship between prospective teachers’ 21st century learner skills and their curriculum literacy levels. 476 pre-service teachers studying at the Faculty of Education of a state university in Turkey participated in the study. The relational survey model was adopted in the study. The data were collected through “21. Century Learners Skills Use Scale” and “The Curriculum Literacy Scale”. Pearson Product Moments Correlation Coefficient and regression analysis were performed. The results showed that the 21st century learner skills and curriculum literacy of the participants were at a high level and their 21st century learner skills and curriculum literacy levels did not differ significantly by gender. A significant difference was not found between 21st century learner skills and the department of the participants. However, it was found the curriculum literacy levels were significantly differed by the department. The participants at the pre-school education department were found to have higher levels of curriculum literacy levels. In addition, a significant, moderate and positive relationship was found between the participants’ 21st century learner skills and curriculum literacy. Finally, 21st century learner skills predicted program literacy levels in a statistically significant way.

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Section: Discussion and Recommendationsmentioning

confidence: 71%

The Relationship Between 21st Century Learner Skills and Program Literacy Levels of Pre-Service Teachers

KULOĞLU

2022

Int. J. of Cont. Edu. Res.

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“…The skills that today's students should have been generally expressed as 21st-century skills. These skills can be listed as problem-solving, questioning, decision-making, collaborative work, entrepreneurship, and critical thinking (Engin & Korucuk, 2021). Rapid developments in technology have also required skills such as internet, media, and technology literacy in addition to the skills called 21st-century skills.…”

Section: Introductionmentioning

confidence: 99%

A Systematic Analysis on Graduate Theses Published in The Field of Computer Programming in K-12 Education Between 2018 and 2022

Uluyol¹,

ORAK>²,

Gökçearslan³

et al. 2023

Participatory Educational Research

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This study is designed to reveal the research trends of graduate theses published in the field of computer programming in K-12 between 2018 and 2022. Document analysis was used for data collection in this study. The data was divided into 9 categories, and the results demonstrated that the scholars in the Departments of Computer Educational and Instructional Technologies (CEIT) at Atatürk University and Ondokuz Mayıs University of Türkiye mainly published master’s theses in this field in 2019. Another result was that though CEIT is also the main department for doctoral theses, no difference exists in terms of years or universities. “Teaching, learning, and training programming” and "computational thinking" are the most frequently used keywords in graduate programs, respectively. While quantitative and mixed method (parallel, convergent), convenience sampling, and psychometric scales are preferred in master's theses, mixed method (explanatory, mixed), purposive sampling, interviews/focus group interviews, and psychometric scales are preferred in doctoral theses, respectively. Observation and semi-structured interview forms are used as data collection tools in the theses. Although quantitative methods are mainly utilized in data analysis, parametric and non-parametric statistical tests are also used, and content analysis is resorted to as part of qualitative methods. Whilst validity and reliability studies have been carried out measurement tools are employed in master's theses, scales have been developed in doctoral theses. The present study also offers some suggestions for future research on teaching computer programming

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The effect of blended learning on 21st-Century skills and academic success in education of physical education teachers: A mixed method research

Can,

Zorba,

Işım

2024

Teaching and Teacher Education

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Öğrencilerin 21. Yüzyıl Becerilerinin Çeşitli Değişkenler Açısından İncelenmesi

Abstract: ortalaması ve baba eğitim durumu değişkenine göre farklılaştığı tespit edilmiştir. Araştırma sonuçları doğrultusunda çeşitli öneriler geliştirilmiştir.

Cited by 11 publications

References 20 publications

The Relationship Between 21st Century Learner Skills and Program Literacy Levels of Pre-Service Teachers

The Relationship Between 21st Century Learner Skills and Program Literacy Levels of Pre-Service Teachers

A Systematic Analysis on Graduate Theses Published in The Field of Computer Programming in K-12 Education Between 2018 and 2022

The effect of blended learning on 21st-Century skills and academic success in education of physical education teachers: A mixed method research

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