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Relation of 21st-Century Skills with Science Education: Prospective Elementary Teachers’ Evaluation

Year 2023, Issue: 50, 126 - 139, 17.09.2023
https://doi.org/10.5152/AUJKKEF.2023.23321

Abstract

The aim of this study was to determine which of the 21st-century skills of prospective elementary teachers associate with science education and the reasons behind these associations. The research was carried out according to the phenomenology design, one of the qualitative research methods. The study group of the research consisted of 48 prospective elementary teachers studying in the third-year Elementary Teaching Undergraduate Program of Education Faculty in Bayburt University. In order to collect data in the research, a form consisting of a single open-ended question was used in which prospective elementary teachers were asked to evaluate the relationship between 21st-century skills and science education. The content analysis method was used in the analysis of the data obtained using the data collection tool. According to the findings obtained from the analysis, it was determined that the prospective elementary teachers associated 21st-century skills such as critical thinking, creativity, information and media and technology literacy, problem-solving, cooperation and communication, innovation, entrepreneurship, and individual and social responsibility with science education. In addition, it has been determined that the reasons for associating these skills with science education of prospective elementary teachers vary. Particularly, it has been determined that the candidates associated these skills with science education because they support meaningful and permanent learning with their critical thinking, problem-solving, and cooperation and communication skills. On the other hand, it is noteworthy that many skills are associated with science education in terms of being in the nature of science, keeping up with the times and supporting high-order thinking.

References

  • Akcan, C., Doğan, M., & Ablak, S. (2023). Bibliometric analysis of studies on 21st century skills in education. Journal of Gazi University Gazi Education Faculty, 43(1), 331–362.
  • Akdeniz, A. R. (2016). The use of problem solving, scientific process and project method in science education. In S. Çepni (Ed.). Science and technology teaching from theory to practice (pp. 221–249). Pegem Academy Publishing.
  • Amabile, T. M., & Pratt, M. G. (2016). The dynamic componential model of creativity and innovation in organizations: making progress, making meaning. Research in Organizational Behavior, 36, 157–183.
  • Anagün, Ş. S., Atalay, N., Kılıç, Z., & Yaşar, S. (2016). The development of a 21st century skills and competences scale directed at teaching candidates: Validity and reliability study. Pamukkale University Journal of Education, 40(40), 160–175.
  • Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Pearson Education.
  • Ayyıldız, P., & Yılmaz, A. (2021). ‘Moving the Kaleidoscope’ to see the effect of creative personality traits on creative thinking dispositions of preservice teachers: The mediating effect of creative learning environments and teachers’ creativity fostering behavior. Thinking Skills and Creativity, 41, 1–10.
  • Barak, M., & Yuan, S. (2021). A cultural perspective to project-based learning and the cultivation of innovative thinking. Thinking Skills and Creativity, 39, 1–10.
  • Belet-Boyacı, Ş. D., & Güner-Özer, M. (2019). The future of learning: Turkish language course curricula from the perspective of 21st century skills. Anadolu Journal of Educational Sciences International, 9(2), 708–738.
  • Borich, G. D. (2017). Effective teaching methods: Research-based practice (8th ed). Pearson Education.
  • Büte, M. (2019). Critical thinking skills in the age of Industry 4.0 and artificial intelligence: Thinking analysis and capacity standards in thinking. Nobel Publishing.
  • Cohen, L., & Manion, L. (1998). Research methods in education (4th ed). Routletge.
  • Çolak, İ., Türkkaş Anasız, B., Yorulmaz, Y. İ., & Duman, A. (2019). Öğretmen Adaylarının Eleştirel Düşünme Eğilimlerine Cinsiyet, Sınıf Düzeyi, Anne ve Baba Eğitim Durumu Değişkenlerinin Etkisinin İncelenmesi: Bir Meta Analiz Çalışması/The role of gender, grade level, and parents’ educational attainment variables on teacher candidates’ critical thinking dispositions: A meta-analysis. e-International Journal of Educational Research, 10(1), 67–86.
  • Craft, A. (2003). Creative thinking in the early years of education. Early Years, 23(2), 143–154.
  • Dede, C. (2009). Comparing frameworks for 21st century skills. In J. A. Bellanca & R. Brandt (Eds.). 21st century skills: Rethinking how students learn (pp. 51–76). Solution Tree Press.
  • Demirel, Ö. (2015). Teaching principles and methods: The art of teaching (21st ed). Pegem Academy Publishing.
  • Eraslan, L. (2011). Development of individual social responsibility scale (ISR): Validity and reliability study. Family and Society, 7(24), 81–91.
  • Erten, P. (2020). Preservice teachers’ perceptions of 21st century skills competence and their views on gaining these skills. Journal of National Education, 49(227), 33–64.
  • Eshietedoho, C. G. (2010). The effects of cooperative learning methods on minority ninth graders in earth and space science [Doctoral Dissertation]. Nova Press Southeastern University.
  • Ferrent, S. K. (2015). Peak performance: Sucess in college and beyond (9th ed). McGraw-Hill Education.
  • Fisher, C. B., Fried, A. L., & Masty, J. K. (2007). Critical thinking and ethics in psychology. In R. J. Sternberg, H. L. Roediger & D. F. Halpern (Eds.). Critical thinking in psychology (pp. 271–288). Cambridge University Press.
  • Gelen, İ. (2017). P21-21st century skill frameworks in curriculum and instruction (USA Practices). Journal of Interdisciplinary Educational Research, 1(2), 15–29.
  • Gökalp, M. (2018). Teaching principles and methods. Pegem Academy Publishing.
  • Gradel, K., & Edson, A. J. (2010). Cooperative learning: Smart pedagogy and tools for online and hybrid courses. Journal of Educational Technology Systems, 39(2), 193–212.
  • Gülbahar, B., & Sıvacı, S. Y. (2018). Reviewing the relationship between preservice teachers’ communication skills and classroom management competency perceptions. YYU Journal of Education Faculty, 15(1), 268–301.
  • Gunadi, G., Haryono, H., & Purwanti, E. (2022). The analysis of 21st century learning implementation and competency achievement of junior high school students in 3t regions. Innovative Journal of Curriculum and Educational Technology, 11(1), 10–18.
  • Gürkaynak, İ., Üstel, F., & Gülgöz, S. (2008). Critical thinking. Education Reform Initiative.
  • Güven, Z. Z., & Bülbül, A. (2023). Examining course books designed for ınternational students in terms of 21st century skills: Istanbul book set. Journal of Higher Education and Science, 13(1), 105–115.
  • Harari, Y. N. (2018). 21 Lessons for the 21st century (S. Siral, Trans.). Collective Book.
  • Hayırsever, F., & Oğuz, E. (2017). Effects of teacher candidates’ educational beliefs on their critical thinking tendencies. Abant Izzet Baysal University Journal of Faculty of Education, 17(2), 757–778.
  • Hisrich, R. D., Peters, M. P., & Shepherd, D. A. (2005). Entrepreneurship (6th ed). McGraw-Hill.
  • Huerta de Soto, J. (2010). The Austrian school. Panoeconomicus, 1, 119–122.
  • Johnson, A. (2000). Using creative and critical thinking skills to enhance learning. Allyn and Bacon.
  • Johnson, B., & Christensen, L. (2014). Educational research: Quantitative, qualitative and mixed research (4th ed, S. B. Demir, Trans.). Educational Book.
  • Kalemkuş, J. (2021). Investigation of science curriculum learning outcomes in terms of 21st century skills. Anadolu Journal of Educational Sciences International, 11(1), 63–87.
  • Kennedy, T. J., & Sundberg, C. W. (2020). 21st century skills. In B. Akpan & T. J. Kennedy (Eds.). Science education in theory and practice (pp. 479–496). Springer.
  • Kereluık, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What knowledge is of most worth: Teacher knowledge for 21st century learning. Journal of Digital Learning in Teacher Education, 29(4), 127–140.
  • Leighton, M. S. (2003). Cooperative learning. In J. M. Cooper (Ed.). Classroom teaching skills (pp. 255–293). Houghton Mifflin Company.
  • Liljedahl, R., Santos-Trigo, M., Malaspina, U., & Bruder, R. (2016). Problem solving in mathematics education. ICME Topical Surveys.
  • Martinez, C. (2022). Developing 21st century teaching skills: A case study of teaching and learning through project-based curriculum. Cogent Education, 9(1), 1–16.
  • McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidencebased inquiry (7th ed). Pearson Publishing.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed). SAGE Publications.
  • Ministry of National Education [MoNE] (2013). Science lesson curriculum (primary and secondary school 3rd, 4th, 5th, 6th, 7th and 8th grades).
  • Ministry of National Education [MoNE] (2018a). Science lesson curriculum (primary and secondary school 3rd, 4th, 5th, 6th, 7th and 8th grades).
  • Ministry of National Education [MoNE] (2018b). Mathematics curriculum (primary and secondary school 1st, 2nd, 3rd, 4th, 5th, 6th, 7th and 8th grades).
  • Ministry of National Education [MoNE] (2018c). Social studies curriculum (primary and secondary school 4th, 5th, 6th and 7th grades).
  • Ministry of National Education [MoNE] (2018d). Life studies course curriculum (primary school 1st, 2nd and 3rd grades).
  • Ministry of National Education [MoNE] (2019). Turkish lesson curriculum (primary and secondary school 1st, 2nd, 3rd, 4th, 5th, 6th, 7th and 8th grades).
  • Moore, K. D. (2001). Classroom teaching skills. McGraw-Hill. NGSS Lead States (2013). Next Generation Science Standards: For states, by states. Washington, DC: The National Academies Press.
  • Odubunmi, O., & Balogun, T. A. (1991). The effect of laboratory and lecture teaching methods on cognitive achievement in integrated science. Journal of Research in Science Teaching, 28(3), 213–224. ,
  • Özkaya, M., & Öztürk, F. (2023). Models for the problem solving process. In K. Özgen, T. Kar, S. Çenberci & Y. Zengin (Eds.). Problem solving and problem posing in mathematics (pp. 87–115). Pegem Academy Publishing.
  • Öztürk, B. (2021). STEM and 21st century skills in distance education. In A. Yılmaz, B. Ertuğrul-Akyol & M. N. Aydede (Eds.). STEM applications with sample activities in the distance education process (pp. 69–95). Pegem Academy Publishing.
  • Öztürk, B., Kaya, M., & Demir, M. (2022). Does inquiry-based learning model improve learning outcomes? A second-order meta-analysis. Journal of Pedagogical Research, 6(4), 201–216.
  • Patton, M. Q. (2002). Qualitative evaluation and research methods (3rd ed). Sage.
  • Peterson, S. E., & Miller, J. A. (2004). Comparing the quality of students’ experiences during cooperative learning and large-group instruction. Journal of Educational Research, 97(3), 123–134.
  • Posos Devrani, A. E. (2021). Twenty-first century skills and the requirements of a digitilized world for youth: New literacies. Journal of Youth Research, 9(24), 5–20.
  • Ravid, R. (1994). Practical statistics for educators. University Press.
  • Rudd, R. D. (2007). Defining critical thinking. Techniques, 82(7), 46–49.
  • Şentürk, Y. (2022). Opinions of social studies teachers about entrepreneurship teaching. International Journal of Humanities and Art Researches, 7(2), 98–132.
  • Smith, E. E., & Kosslyn, S. M. (2014). Cognitive psychology: Mind and brain (M. Şahin, Trans.). Nobel Publishing.
  • Tuğluk, M. N., & Özkan, B. (2019). Analysis of Mone 2013 preschool education program in terms of 21st century skills. Journal of Primary Education, 1(4), 29–38.
  • Ünlü, M. (2016). The evaluation of middle schools curriculums in terms of information, media and technology skill education. Journal of Research in Education and Teaching, 5, 373–380.
  • Uyar, A., & Çiçek, B. (2021). 21st century skills of different field teachers. IBAD Journal of Social Sciences, 9, 1–11.
  • Walia, C. (2019). A dynamic definition on creativity. Creativity Research Journal, 31(3), 237–247.
  • World Economic Forum [WEF] (2017). What are the 21st-century skills every student needs? World Economic Forum.
  • Yıldırım, A., & Şimşek, H. (2018). Qualitative research methods in the social sciences (11th ed). Seçkin Publishing.
  • Yılmaz, A. (2021). The effect of technology ıntegration in education on prospective teachers’ critical and creative thinking, multidimensional 21st century skills and academic achievements. Participatory Educational Research, 8(2), 163–199.
  • Yılmaz, A., & Yanarateş, E. (2022). The effect of STEM activities developed within the scope of a science course on 7th grade students’ inquiry and innovative thinking skills. International Journal of Curriculum and Instruction, 14(1), 274–303.
  • Yılmaz, K. (2020). Critical and analytical thinking (3rd ed). Pegem Academy Publishing.
  • Yurtseven, R. (2020). Entrepreneurship education in primary school: Purpose, content and teaching process. International Journal of Science and Education, 3(2), 135–153.

Relation of 21st-Century Skills with Science Education: Prospective Elementary Teachers’ Evaluation

Year 2023, Issue: 50, 126 - 139, 17.09.2023
https://doi.org/10.5152/AUJKKEF.2023.23321

Abstract

The aim of this study was to determine which of the 21st-century skills of prospective elementary teachers associate with science education and the reasons behind these associations. The research was carried out according to the phenomenology design, one of the qualitative research methods. The study group of the research consisted of 48 prospective elementary teachers studying in the third-year Elementary Teaching Undergraduate Program of Education Faculty in Bayburt University. In order to collect data in the research, a form consisting of a single open-ended question was used in which prospective elementary teachers were asked to evaluate the relationship between 21st-century skills and science education. The content analysis method was used in the analysis of the data obtained using the data collection tool. According to the findings obtained from the analysis, it was determined that the prospective elementary teachers associated 21st-century skills such as critical thinking, creativity, information and media and technology literacy, problem-solving, cooperation and communication, innovation, entrepreneurship, and individual and social responsibility with science education. In addition, it has been determined that the reasons for associating these skills with science education of prospective elementary teachers vary. Particularly, it has been determined that the candidates associated these skills with science education because they support meaningful and permanent learning with their critical thinking, problem-solving, and cooperation and communication skills. On the other hand, it is noteworthy that many skills are associated with
science education in terms of being in the nature of science, keeping up with the times and supporting high-order thinking.

References

  • Akcan, C., Doğan, M., & Ablak, S. (2023). Bibliometric analysis of studies on 21st century skills in education. Journal of Gazi University Gazi Education Faculty, 43(1), 331–362.
  • Akdeniz, A. R. (2016). The use of problem solving, scientific process and project method in science education. In S. Çepni (Ed.). Science and technology teaching from theory to practice (pp. 221–249). Pegem Academy Publishing.
  • Amabile, T. M., & Pratt, M. G. (2016). The dynamic componential model of creativity and innovation in organizations: making progress, making meaning. Research in Organizational Behavior, 36, 157–183.
  • Anagün, Ş. S., Atalay, N., Kılıç, Z., & Yaşar, S. (2016). The development of a 21st century skills and competences scale directed at teaching candidates: Validity and reliability study. Pamukkale University Journal of Education, 40(40), 160–175.
  • Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Pearson Education.
  • Ayyıldız, P., & Yılmaz, A. (2021). ‘Moving the Kaleidoscope’ to see the effect of creative personality traits on creative thinking dispositions of preservice teachers: The mediating effect of creative learning environments and teachers’ creativity fostering behavior. Thinking Skills and Creativity, 41, 1–10.
  • Barak, M., & Yuan, S. (2021). A cultural perspective to project-based learning and the cultivation of innovative thinking. Thinking Skills and Creativity, 39, 1–10.
  • Belet-Boyacı, Ş. D., & Güner-Özer, M. (2019). The future of learning: Turkish language course curricula from the perspective of 21st century skills. Anadolu Journal of Educational Sciences International, 9(2), 708–738.
  • Borich, G. D. (2017). Effective teaching methods: Research-based practice (8th ed). Pearson Education.
  • Büte, M. (2019). Critical thinking skills in the age of Industry 4.0 and artificial intelligence: Thinking analysis and capacity standards in thinking. Nobel Publishing.
  • Cohen, L., & Manion, L. (1998). Research methods in education (4th ed). Routletge.
  • Çolak, İ., Türkkaş Anasız, B., Yorulmaz, Y. İ., & Duman, A. (2019). Öğretmen Adaylarının Eleştirel Düşünme Eğilimlerine Cinsiyet, Sınıf Düzeyi, Anne ve Baba Eğitim Durumu Değişkenlerinin Etkisinin İncelenmesi: Bir Meta Analiz Çalışması/The role of gender, grade level, and parents’ educational attainment variables on teacher candidates’ critical thinking dispositions: A meta-analysis. e-International Journal of Educational Research, 10(1), 67–86.
  • Craft, A. (2003). Creative thinking in the early years of education. Early Years, 23(2), 143–154.
  • Dede, C. (2009). Comparing frameworks for 21st century skills. In J. A. Bellanca & R. Brandt (Eds.). 21st century skills: Rethinking how students learn (pp. 51–76). Solution Tree Press.
  • Demirel, Ö. (2015). Teaching principles and methods: The art of teaching (21st ed). Pegem Academy Publishing.
  • Eraslan, L. (2011). Development of individual social responsibility scale (ISR): Validity and reliability study. Family and Society, 7(24), 81–91.
  • Erten, P. (2020). Preservice teachers’ perceptions of 21st century skills competence and their views on gaining these skills. Journal of National Education, 49(227), 33–64.
  • Eshietedoho, C. G. (2010). The effects of cooperative learning methods on minority ninth graders in earth and space science [Doctoral Dissertation]. Nova Press Southeastern University.
  • Ferrent, S. K. (2015). Peak performance: Sucess in college and beyond (9th ed). McGraw-Hill Education.
  • Fisher, C. B., Fried, A. L., & Masty, J. K. (2007). Critical thinking and ethics in psychology. In R. J. Sternberg, H. L. Roediger & D. F. Halpern (Eds.). Critical thinking in psychology (pp. 271–288). Cambridge University Press.
  • Gelen, İ. (2017). P21-21st century skill frameworks in curriculum and instruction (USA Practices). Journal of Interdisciplinary Educational Research, 1(2), 15–29.
  • Gökalp, M. (2018). Teaching principles and methods. Pegem Academy Publishing.
  • Gradel, K., & Edson, A. J. (2010). Cooperative learning: Smart pedagogy and tools for online and hybrid courses. Journal of Educational Technology Systems, 39(2), 193–212.
  • Gülbahar, B., & Sıvacı, S. Y. (2018). Reviewing the relationship between preservice teachers’ communication skills and classroom management competency perceptions. YYU Journal of Education Faculty, 15(1), 268–301.
  • Gunadi, G., Haryono, H., & Purwanti, E. (2022). The analysis of 21st century learning implementation and competency achievement of junior high school students in 3t regions. Innovative Journal of Curriculum and Educational Technology, 11(1), 10–18.
  • Gürkaynak, İ., Üstel, F., & Gülgöz, S. (2008). Critical thinking. Education Reform Initiative.
  • Güven, Z. Z., & Bülbül, A. (2023). Examining course books designed for ınternational students in terms of 21st century skills: Istanbul book set. Journal of Higher Education and Science, 13(1), 105–115.
  • Harari, Y. N. (2018). 21 Lessons for the 21st century (S. Siral, Trans.). Collective Book.
  • Hayırsever, F., & Oğuz, E. (2017). Effects of teacher candidates’ educational beliefs on their critical thinking tendencies. Abant Izzet Baysal University Journal of Faculty of Education, 17(2), 757–778.
  • Hisrich, R. D., Peters, M. P., & Shepherd, D. A. (2005). Entrepreneurship (6th ed). McGraw-Hill.
  • Huerta de Soto, J. (2010). The Austrian school. Panoeconomicus, 1, 119–122.
  • Johnson, A. (2000). Using creative and critical thinking skills to enhance learning. Allyn and Bacon.
  • Johnson, B., & Christensen, L. (2014). Educational research: Quantitative, qualitative and mixed research (4th ed, S. B. Demir, Trans.). Educational Book.
  • Kalemkuş, J. (2021). Investigation of science curriculum learning outcomes in terms of 21st century skills. Anadolu Journal of Educational Sciences International, 11(1), 63–87.
  • Kennedy, T. J., & Sundberg, C. W. (2020). 21st century skills. In B. Akpan & T. J. Kennedy (Eds.). Science education in theory and practice (pp. 479–496). Springer.
  • Kereluık, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What knowledge is of most worth: Teacher knowledge for 21st century learning. Journal of Digital Learning in Teacher Education, 29(4), 127–140.
  • Leighton, M. S. (2003). Cooperative learning. In J. M. Cooper (Ed.). Classroom teaching skills (pp. 255–293). Houghton Mifflin Company.
  • Liljedahl, R., Santos-Trigo, M., Malaspina, U., & Bruder, R. (2016). Problem solving in mathematics education. ICME Topical Surveys.
  • Martinez, C. (2022). Developing 21st century teaching skills: A case study of teaching and learning through project-based curriculum. Cogent Education, 9(1), 1–16.
  • McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidencebased inquiry (7th ed). Pearson Publishing.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed). SAGE Publications.
  • Ministry of National Education [MoNE] (2013). Science lesson curriculum (primary and secondary school 3rd, 4th, 5th, 6th, 7th and 8th grades).
  • Ministry of National Education [MoNE] (2018a). Science lesson curriculum (primary and secondary school 3rd, 4th, 5th, 6th, 7th and 8th grades).
  • Ministry of National Education [MoNE] (2018b). Mathematics curriculum (primary and secondary school 1st, 2nd, 3rd, 4th, 5th, 6th, 7th and 8th grades).
  • Ministry of National Education [MoNE] (2018c). Social studies curriculum (primary and secondary school 4th, 5th, 6th and 7th grades).
  • Ministry of National Education [MoNE] (2018d). Life studies course curriculum (primary school 1st, 2nd and 3rd grades).
  • Ministry of National Education [MoNE] (2019). Turkish lesson curriculum (primary and secondary school 1st, 2nd, 3rd, 4th, 5th, 6th, 7th and 8th grades).
  • Moore, K. D. (2001). Classroom teaching skills. McGraw-Hill. NGSS Lead States (2013). Next Generation Science Standards: For states, by states. Washington, DC: The National Academies Press.
  • Odubunmi, O., & Balogun, T. A. (1991). The effect of laboratory and lecture teaching methods on cognitive achievement in integrated science. Journal of Research in Science Teaching, 28(3), 213–224. ,
  • Özkaya, M., & Öztürk, F. (2023). Models for the problem solving process. In K. Özgen, T. Kar, S. Çenberci & Y. Zengin (Eds.). Problem solving and problem posing in mathematics (pp. 87–115). Pegem Academy Publishing.
  • Öztürk, B. (2021). STEM and 21st century skills in distance education. In A. Yılmaz, B. Ertuğrul-Akyol & M. N. Aydede (Eds.). STEM applications with sample activities in the distance education process (pp. 69–95). Pegem Academy Publishing.
  • Öztürk, B., Kaya, M., & Demir, M. (2022). Does inquiry-based learning model improve learning outcomes? A second-order meta-analysis. Journal of Pedagogical Research, 6(4), 201–216.
  • Patton, M. Q. (2002). Qualitative evaluation and research methods (3rd ed). Sage.
  • Peterson, S. E., & Miller, J. A. (2004). Comparing the quality of students’ experiences during cooperative learning and large-group instruction. Journal of Educational Research, 97(3), 123–134.
  • Posos Devrani, A. E. (2021). Twenty-first century skills and the requirements of a digitilized world for youth: New literacies. Journal of Youth Research, 9(24), 5–20.
  • Ravid, R. (1994). Practical statistics for educators. University Press.
  • Rudd, R. D. (2007). Defining critical thinking. Techniques, 82(7), 46–49.
  • Şentürk, Y. (2022). Opinions of social studies teachers about entrepreneurship teaching. International Journal of Humanities and Art Researches, 7(2), 98–132.
  • Smith, E. E., & Kosslyn, S. M. (2014). Cognitive psychology: Mind and brain (M. Şahin, Trans.). Nobel Publishing.
  • Tuğluk, M. N., & Özkan, B. (2019). Analysis of Mone 2013 preschool education program in terms of 21st century skills. Journal of Primary Education, 1(4), 29–38.
  • Ünlü, M. (2016). The evaluation of middle schools curriculums in terms of information, media and technology skill education. Journal of Research in Education and Teaching, 5, 373–380.
  • Uyar, A., & Çiçek, B. (2021). 21st century skills of different field teachers. IBAD Journal of Social Sciences, 9, 1–11.
  • Walia, C. (2019). A dynamic definition on creativity. Creativity Research Journal, 31(3), 237–247.
  • World Economic Forum [WEF] (2017). What are the 21st-century skills every student needs? World Economic Forum.
  • Yıldırım, A., & Şimşek, H. (2018). Qualitative research methods in the social sciences (11th ed). Seçkin Publishing.
  • Yılmaz, A. (2021). The effect of technology ıntegration in education on prospective teachers’ critical and creative thinking, multidimensional 21st century skills and academic achievements. Participatory Educational Research, 8(2), 163–199.
  • Yılmaz, A., & Yanarateş, E. (2022). The effect of STEM activities developed within the scope of a science course on 7th grade students’ inquiry and innovative thinking skills. International Journal of Curriculum and Instruction, 14(1), 274–303.
  • Yılmaz, K. (2020). Critical and analytical thinking (3rd ed). Pegem Academy Publishing.
  • Yurtseven, R. (2020). Entrepreneurship education in primary school: Purpose, content and teaching process. International Journal of Science and Education, 3(2), 135–153.
There are 69 citations in total.

Details

Primary Language English
Subjects Science Education
Journal Section Research Articles
Authors

Bilge Öztürk

Publication Date September 17, 2023
Submission Date May 15, 2023
Published in Issue Year 2023 Issue: 50

Cite

APA Öztürk, B. (2023). Relation of 21st-Century Skills with Science Education: Prospective Elementary Teachers’ Evaluation. Educational Academic Research(50), 126-139. https://doi.org/10.5152/AUJKKEF.2023.23321

Content of this journal is licensed under a Creative Commons Attribution NonCommercial 4.0 International License
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