The Analysis of Critical Attainments Determined During Pandemic Process in Eighth Grade Curriculum According to 21st Century

Abstract

The aim of this research is that to analyze the critical objectives determined by the Board of Education in the curriculum of the eighth grade basic courses that is mathematics, Turkish, English, science, Atatürk and Turkish revolution history course and religious culture and moral knowledge course which are conducted online in this pandemic process according to P21, 21 century skills. The study is designed in a documentary screening model. Totally 133 critical objectives were examined and P21 was the criterion to analyze the critical objectives according to 21st century skills. Frequencies were used to analyze the data. The distributions of frequencies for skills that are observed most in each course are similar. They are as English, Mathematics, Turkish, Science, Religious Culture and Moral Knowledge and Atatürk and Turkish Revolution History in order. Taken related critical objectives into consideration, it is seen that each of them is related to life skills, however the distribution of them is not the same in terms of subject areas/skills. In general, and in terms of course level mostly learning, and innovation skills are more related to critical objectives. For only Turkish course information, media and technology skills are more observed although it is very close to learning and innovation skills. Besides life and career skills both in general and in terms of course level are not taken place frequently. Moreover, these skills are not observed in Mathematics, Religious Culture and Moral Knowledge and Atatürk and Turkish Revolution History courses. Taken course and subject areas/skills into consideration mostly critical thinking and problem solving and information literacy skills are observed more. This study is based on the critical objectives of the related courses published by MEB limited at the eighth grade and the 21st century skills within the scope of P21. It can be repeated by considering different life skills and different grades. In addition, a similar study can be carried out in other elements of the curriculum. For example, activities that take place in the teaching-learning process can also be discussed.