The Investigation of the 2018 Life Studies Curriculum and Practices to Provide Students with 21 st Century Skills

Abstract

The present study examined the 2018 Life Studies curriculum (LSC) and its practices, which has been in implementation in Turkey, to provide the students with 21st century skills.For this purpose in mind, the 2018 LSC curriculum was scrutinized together with the Life Studiestextbooks recommended by the Ministry of National Education for the first, second, and third graders in the 2020-2021 academic year. The study adopted document analysis, one of the qualitative research methods, and employed descriptive analysis technique in data analysis.Partnership21 framework was used as the frame of reference in addressing research data.As a result, the 2018 LSClearning outcomes and the texts and activities in the Life Studies textbooks were found to aimat developing critical thinking and problem-solving to the most, and collaboration to the least among learning and innovation skills. In terms of the information, media, and technology skills, the LSC focused on improving information literacy to the most, and information, communications, and technology (ICT)literacy to the least. It was also determined that the curriculum and the textbooks ignored the learning outcomes and activities to improve students’ media literacy skills.Moreover, the LSC attempted to promote flexibility and adaptability to the most, and productivity and accountability to the least with regard to life and career skills. However, it was concluded that there was an overall harmony between the learning outcomes in the curriculum and the activities in the textbooks in developing 21st century skills.In other words, it was ascertained that both the learning outcomes and the activities and texts in the textbooks simultaneously intended to develop similar 21stcentury skills.

Keywords

• Life Studies Curriculum
• 21st Century Skills
• The P21 Framework
• Learning and Innovation Skills

2018 Hayat Bilgisi Öğretim Programının ve Uygulamalarının Öğrencilere 21. Yüzyıl Becerilerini Kazandırma Durumlarının İncelenmesi

Abstract

Araştırmanın amacı; 2018 Hayat Bilgisi Dersi Öğretim Programının (HBDÖP) ve uygulamalarının öğrencilere 21. yüzyıl becerilerini kazandırmaya yönelik olma durumunu incelemektir. Bu amaç doğrultusunda 2018 HBDÖP öğretim programı ve 2020-2021 eğitim-öğretim yılında birinci, ikinci ve üçüncü sınıf düzeyinde kullanılan MEB Hayat Bilgisi ders ve çalışma kitapları incelenmiştir. Araştırma nitel araştırma yöntemlerinden doküman analizi ile gerçekleştirilmişveri analizinde betimsel analiz tekniği uygulanmıştır. Araştırmada analiz çerçevesi olarak Partnership21 Yirmibirinci Yüzyıl Becerileri analiz çerçevesi olarak kullanılmıştır. Araştırma sonucunda; 2018 HBDÖP kazanımları ile Hayat Bilgisi ders ve çalışma kitaplarında yer alan metin ve etkinliklerin öğrenme ve yenilik becerilerinden en çok eleştirel düşünme ve problem çözme becerilerini geliştirmeye, en az iş birliği becerisini geliştirmeye yönelik olduğu tespit edilmiştir. Bilgi, medya ve teknoloji becerilerinden en çok bilgi okuryazarlığı becerisini geliştirmeye,en az ise bilgi ve iletişim teknolojisi becerisini geliştirmeye yönelik olduğu saptanmıştır. Yaşam ve meslek becerilerinden ise en çok esneklik ve uyum becerisini geliştirmeye,en az üretkenlik ve sorumluluk becerisini geliştirmeye yönelik olduğu tespit edilmiştir. Araştırmada ayrıca öğrencilerin medya okuryazarlığı becerisini geliştirmeye yönelik etkinlik ve kazanım ve etkinliklere yer verilmediği de belirlenmiştir.

Keywords

• Hayat Bilgisi Dersi Öğretim Programı
• 21. Yüzyıl Becerileri
• Öğrenme ve Yenilik Becerileri
• Hayat Bilgisi Dersi Öğretim Programı, 21. Yüzyıl Becerileri, Öğrenme ve Yenilik Becerileri

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