Relation of 21st-Century Skills with Science Education: Prospective Elementary Teachers’ Evaluation
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.
Keywords
21st-century skills, prospective elementary teachers, science education
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