SavedAdd your journal

Journals / Hacettepe Üniversitesi Eğitim Fakültesi Dergisi / 2021 / Cilt: 36 - Sayı: 1

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

Ortaokul Öğrencilerinin Fen Bilimleri Dersindeki 21. Yüzyıl Becerilerine İlişkin Algıları: Çok Boyutlu Bir Yaklaşım

Ünzile Elif UĞUR
Semra SUNGUR
Pages
186–200
Publication Date
2022-10-19
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

According to the results, Turkish version of the instrument appears to provide a valid and reliable measure of middle school students’ perceptions about twenty-first-century learning practices.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study was to determine middle school students’ perceptions about twenty-first-century learning practices that they experience in their science classes.
📊
Key Findings & Data:For the specified purpose, firstly, Students’ Perception of 21st Century Learning Practices instrument was validated for Turkish middle school students.
💡
Conclusion & Impact:According to the results, Turkish version of the instrument appears to provide a valid and reliable measure of middle school students’ perceptions about twenty-first-century learning practices.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The purpose of this study was to determine middle school students’ perceptions about twenty-first-century learning practices that they experience in their science classes. For the specified purpose, firstly, Students’ Perception of 21st Century Learning Practices instrument was validated for Turkish middle school students. Then, students’ perceptions were examined in terms of learning processes for 21th century learning (i.e. selfdirected learning, collaborative learning, and meaningful learning with ICT), thinking processes in 21th century learning (i.e. critical thinking, creative thinking, and authentic problem solving), and outcome in 21th century learning (i.e. self-efficacy for knowledge creation). According to the results, Turkish version of the instrument appears to provide a valid and reliable measure of middle school students’ perceptions about twenty-first-century learning practices. Findings obtained from the administration of the instrument revealed that, integration of 21th century skills to science classes tend to be at moderate levels.

Özet

belirlemektir. Bu amaç doğrultusunda ilk olarak Fen Öğreniminde 21.yy. Becerileri ölçeğinin ortaokul öğrencileri için geçerlik çalışması yapılmıştır. Sonrasında öğrencilerin deneyimledikleri 21. Yüzyıl becerileri; öğrenme becerileri (öz yönelimli öğrenme, bilgi ve iletişim teknolojilerini kullanarak anlamlı öğrenme, iş birlikçi öğrenme), düşünme becerileri (kritik düşünme, yaratıcı düşünme, problem çözme) ve netice olarak (bilgi üretme yeterliliği) açılarından incelenmiştir. Yapılan analizlerin sonucunda, kullanılan ölçeğin Türkçe formunun öğrencilerin deneyimledikleri 21. Yüzyıl becerilerini ölçmekte kullanılmak için geçerli ve güvenilir olduğu tespit edilmiştir. Ayrıca, bu çalışmadan elde edilen veriler, 21. Yüzyıl becerilerinin fen bilimleri derslerindeki entegrasyonunun orta düzeyde olduğunu ortaya koymuştur

🔖

Cite This Article

UĞUR, Ü. E., SUNGUR, S. (2022). Middle School Students’ Perceptions about Twenty-First-Century Learning Practices in Science Classes: A Multidimensional Approach. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 36 - Sayı: 1, 186–200. https://ajindex.com/articles/531541

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (9)

  1. Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin,103(3), 411-423.
  2. Adamson, F., & Darling-Hammond, L. (2014). Policy Pathways for Twenty-First Century Skills. Assessment and Teaching of 21st Century Skills,293-310.
  3. Alismail, H. A., & McGuire, P. (2015). 21st Century Standards and Curriculum: Current Research and Practice. Journal of Education and Practice,6(6). Arsad, N. M., Osman, K., & Soh, T. M. (2011). Instrument development for 21st century skills in Biology. Procedia - Social and Behavioral Sciences,15, 1470-1474.
  4. Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining Twenty-First Century Skills. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and teaching of 21st century skills: Methods and approach (pp. 17- 66). Dordrecht: Springer. Boholano, H. B. (2017). Smart Social Networking: 21st Century Teaching and Learning Skills. Research in Pedagogy,7(1), 21-29. doi: 10.17810/2015.45 Castle, A. (2006). Assessment of the critical thinking skills of student radiographers. Radiography, 12(2), 88–95.
  5. Chai, C. S., Deng, F., Tsai, P., Koh, J. H., & Tsai, C. (2015). Assessing multidimensional students’ perceptions of twenty-firstcentury learning practices. Asia Pacific Education Review,16(3), 389-398.
  6. Cho, Y. H., Caleon, I. S., & Kapur, M. (2015). Authentic Problem Solving and Learning for Twenty-First Century Learners. Education Innovation Series Authentic Problem Solving and Learning in the 21st Century,3-16.
  7. Christensen, R., & Knezek, G. (2015). Active Learning Approaches to Integrating Technology into a Middle School Science Curriculum Based on 21st Century Skills. Emerging Technologies for STEAM Education,17-37.
  8. Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity,12, 43-52.
  9. Ersoy, E., & Başer, N. (2013). The effects of problem-based learning method in higher education on creative thinking. 5th World Conference on Educational Sciences. Fahnoe, C., & Mishra, P. (2013). Do 21st Century Learning Environments Support Self-Directed Learning? Middle School Students’ Response to an Intentionally Designed Learning. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). New York: Prentice Hall. Holbrook, J. (2017). 21st Century Skills and Science Learning Environments