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Öğrencilerin 21. Yüzyıl Beceri Düzeyleri ve Beceriler Arasındaki İlişkinin İncelenmesi

Year 2020, Volume 21, Issue 2, 772 - 784, 31.08.2020
https://doi.org/10.17679/inuefd.656784

Abstract

Bu çalışmada 21. yüzyıl öğrenenlerinin sahip olduğu beceri düzeyleri ile bu beceriler arasındaki ilişki düzeyinin belirlenmesi amaçlanmıştır. Nicel araştırma yöntemlerinden deneysel olmayan desenlerden ilişkisel araştırma deseniyle yürütülen bu çalışmanın örneklemi kolay ulaşılabilir örnekleme yöntemiyle belirlenmiştir. Çalışmanın katılımcılarını Atatürk Üniversitesi’nde öğrenim gören toplam 183 öğrenci oluşturmuştur. Computational Thinking Scale, Dijital Okuryazarlık Ölçeği ve Etkili İletişim Ölçeği kullanılarak toplanan verilerin analizinde, ilişkisel ve betimsel analiz teknikleri kullanılmıştır. Betimsel bulgular incelendiğinde öğrencilerin genel olarak becerilerin çoğuna sahip oldukları ancak algoritmik düşünme becerisiyle ilgili kararsızlık yaşadıkları anlaşılmıştır. Yapılan korelasyon analizi neticesinde eleştirel düşünme, problem çözme, yaratıcılık, empati ve etkin dinlemenin tüm değişkenlerle anlamlı düzeyde ilişkili olduğu tespit edilmiştir. Dijital okuryazarlık becerisinin ise ben dili kullanma hariç araştırma kapsamında incelenen tüm değişkenlerle anlamlı düzeyde ilişkili olduğu ortaya çıkmıştır. Egoyu geliştirici dil, etkin dinleme, kendini tanıma/açma ve ben dili kullanma becerileri ile algoritmik düşünme arasındaki ilişkinin anlamlı düzeyde olmadığı belirlenmiştir. Aralarındaki ilişki katsayısı en büyük olan değişkenler ise yaratıcılık ile eleştirel düşünme olduğu görülmüştür.

References

  • Bell, D. V. J. (2016). Twenty-first century education: Transformative education for sustainability and responsible citizenship. Journal of Teacher Education for Sustainability, 18(1), 48–56. https://doi.org/10.1515/jtes-2016-0004
  • Berger, G. (2016). Data Reveals The Most In-Demand Soft Skills Among Candidates | LinkedIn Talent Blog. Retrieved October 20, 2019, from https://business.linkedin.com/talent-solutions/blog/trends-and-research/2016/most-indemand-soft-skills
  • Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2014). Defining twenty-first century skills. In Assessment and teaching of 21st century skills (pp. 17–66). https://doi.org/10.1007/978-94-007-2324-5_2
  • Boyacı, Ş. D. B., & Atalay, N. (2016). A scale development for 21st century skills of primary school students: A validity and reliability study. International Journal of Instruction, 9(1), 133–148. https://doi.org/10.12973/iji.2016.9111a
  • Brownlow, C., Hinton, P., & McMurray, I. (2014). SPSS explained 2nd Edition. In Routledge. https://doi.org/10.4324/9781315797298
  • Buluş, M., Atan, A., & Sarıkaya, H. E. (2017). Effective communication skills: A new conceptual framework and scale development study. International Online Journal of Educational Sciences, 9(2), 575–590. https://doi.org/10.15345/iojes.2017.02.020
  • Carey, C., & Naudin, A. (2006). Enterprise curriculum for creative industries students: An exploration of current attitudes and issues. Education and Training, 48(7), 518–531. https://doi.org/10.1108/00400910610705908
  • Cogan-Drew, D. (2010). 21st century skills: Making student achievement public in the digital age. eLearn, 2010(2), 1-6. https://doi.org/10.1145/1719292.1730970
  • Dass, R. (2014). Literature and the 21st century learner. Procedia - Social and Behavioral Sciences, 123, 289–298. https://doi.org/10.1016/j.sbspro.2014.01.1426
  • Doleck, T., Bazelais, P., Lemay, D. J., Saxena, A., & Basnet, R. B. (2017). Algorithmic thinking, cooperativity, creativity, critical thinking, and problem solving: exploring the relationship between computational thinking skills and academic performance. Journal of Computers in Education, 4(4), 355–369. https://doi.org/10.1007/s40692-017-0090-9
  • Eggers, F., Lovelace, K. J., & Kraft, F. (2017). Fostering creativity through critical thinking: The case of business start-up simulations. Creativity and Innovation Management, 26(3), 266–276. https://doi.org/10.1111/caim.12225
  • Ekici, G., Abide, Ö. F., Canbolat, Y., & Öztürk, A. (2017). 21.Yüzyıl becerilen ait veri kaynaklarının analizi. Eğitim ve Öğretim Araştırmaları Dergisi, 6(1), 124–134.
  • Fraenkel, J., Wallen, N., & Hyun, H. (2011). How to design and evaluate research in education. Retrieved from http://tailieuso.udn.vn/bitstream/TTHL_125/9056/1/HowToDesignAndEvaluateResearchInEducation.TT.pdf
  • Gürbüz, H., Evlioğlu, B., Erol, Ç. S., Gülseçen, H., & Gülseçen, S. (2017). “What’s the Weather Like Today?”: A computer game to develop algorithmic thinking and problem solving skills of primary school pupils. Education and Information Technologies, 22(3), 1133–1147. https://doi.org/10.1007/s10639-016-9478-9
  • International Society. (2007). ISTE standards for students. Retrieved October 19, 2019, from International Society for Technology in Education (ISTE) website: http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf
  • Jia, Y., Oh, Y. J., Sibuma, B., LaBanca, F., & Lorentson, M. (2016). Measuring twenty-first century skills: development and validation of a scale for in-service and pre-service teachers. Teacher Development, 20(2), 229–252. https://doi.org/10.1080/13664530.2016.1143870
  • Katai, Z. (2015). The challenge of promoting algorithmic thinking of both sciences- and humanities-oriented learners. Journal of Computer Assisted Learning, 31(4), 287–299. https://doi.org/10.1111/jcal.12070
  • Kay, K., & Greenhill, V. (2011). Twenty-First Century Students Need 21st Century Skills. In Bringing Schools into the 21st Century (pp. 41–65). https://doi.org/10.1007/978-94-007-0268-4_3
  • Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What Knowledge Is of Most Worth: Teacher Knowledge for 21 st Century Learning. Journal of Digital Learning in Teacher Education, 29(4), 127–140. https://doi.org/10.1080/21532974.2013.10784716
  • Kiss, G. (2013). Teaching programming in the higher education not for engineering students. Procedia - Social and Behavioral Sciences, 103, 922–927. https://doi.org/10.1016/j.sbspro.2013.10.414
  • Korkmaz, Ö., Çakir, R., & Özden, M. Y. (2017). A validity and reliability study of the computational thinking scales (CTS). Computers in Human Behavior, 72, 558–569. https://doi.org/10.1016/j.chb.2017.01.005
  • Ledward, B. C., & Hirata, D. (2010). An overview of 21 st century skills. Honolulu.
  • López-Fernández, V., Arias-Castro, C., González Restrepo, K., & García Santana, K. (2018). A study of the relationship between empathy and creativity in colombian students and their educational implications. Revista Complutense de Educación, 29(4). https://doi.org/10.5209/RCED.54881
  • McCrae, R. R., & Ingraham, L. J. (1987). Creativity, divergent thinking, and openness to experience. Journal of Personality and Social Psychology, 52(6), 1258–1265. https://doi.org/10.1037/0022-3514.52.6.1258
  • Nouri, J., Zhang, L., Mannila, L., & Norén, E. (2019). Development of computational thinking, digital competence and 21st century skills when learning programming in K-9. Education Inquiry, 1–17. https://doi.org/10.1080/20004508.2019.1627844
  • Ongardwanich, N., Kanjanawasee, S., & Tuipae, C. (2015). Development of 21st century skill scales as perceived by students. Procedia - Social and Behavioral Sciences, 191, 737–741. https://doi.org/10.1016/j.sbspro.2015.04.716
  • Orhan Göksün, D., & Aşkım Kurt, A. (2017). The relationship between pre-service teachers’ use of 21st century learner skills and 21st century teacher skills. Education and Science, 42(190), 107–130. https://doi.org/10.15390/EB.2017.7089
  • Partnership for 21st Century Learning. (2015). P21 Partnership for 21st Century Learning. Partnership for 21st Century Learning, 9. Retrieved from http://www.p21.org/documents/P21_Framework_Definitions.pdf
  • Piniuta, I. (2019). Technology based activities to develop 21st century skills in the foreign language classroom. Proceedings of the 2019 8th International Conference on Educational and Information Technology - ICEIT 2019, 79–85. https://doi.org/10.1145/3318396.3318404
  • Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816
  • Profetto-McGrath, J. (2003). The relationship of critical thinking skills and critical thinking dispositions of baccalaureate nursing students. Journal of Advanced Nursing, 43(6), 569–577. https://doi.org/10.1046/j.1365-2648.2003.02755.x
  • Ramankulov, S. Z., Dosymov, E., Mintassova, A. S., & Pattayev, A. M. (2019). Assessment of student creativity in teaching physics in a foreign language. European Journal of Contemporary Education, 8(3), 587–599. https://doi.org/10.13187/ejced.2019.3.587
  • Siddiq, F., Gochyyev, P., & Wilson, M. (2017). Learning in Digital Networks – ICT literacy: A novel assessment of students’ 21st century skills. Computers & Education, 109, 11–37. https://doi.org/10.1016/J.COMPEDU.2017.01.014
  • Thoughtful Learning. (2018). What are 21st century skills? Retrieved October 19, 2019, from Thoughtful Learning website: https://k12.thoughtfullearning.com/FAQ/what-are-21st-century-skills
  • Tican, C., & Deniz, S. (2019). Pre-Service teachers’o pinions about the use of 21st century learner and 21st century teacher skills. European Journal of Educational Research, 8(1), 181–197. Retrieved from https://eric.ed.gov/?q=title%3A%2221st+century+skill%22+AND+(relation+OR+correlation)&id=EJ1203100
  • Trilling, B., & Fadel, C. (2009). What is 21st Century Learning? In 21st century skills: Learning for life in our times (pp. 1–19). San Francisco: Wiley & Sons.
  • Turgut, S., & Turgut, İ. G. (2018). The effects of cooperative learning on mathematics achievement in Turkey: A meta-analysis study. International Journal of Instruction, 11(3), 663–680. https://doi.org/10.12973/iji.2018.11345a
  • Ustundag, M. T., Gunes, E., & Bahcivan, E. (2017). Turkish adaptation of digital literacy scale and investigating pre-service science teachers’ digital literacy. Journal of Education and Future-Egitim Ve Gelecek Dergisi, (12), 19–29.
  • van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72, 577–588. https://doi.org/10.1016/j.chb.2017.03.010
  • van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2019). Determinants of 21st-century digital skills: A large-scale survey among working professionals. Computers in Human Behavior, 100, 93–104. https://doi.org/10.1016/j.chb.2019.06.017
  • Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21 st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. https://doi.org/10.1080/00220272.2012.668938
  • Yadav, A., Good, J., Voogt, J., & Fisser, P. (2017). Computational thinking as an emerging competence domain. In Technical and Vocational Education and Training (Vol. 23, pp. 1051–1067). https://doi.org/10.1007/978-3-319-41713-4_49
  • Yurtseven, N., & Doğan, S. (2019). Structural relationships among academic procrastination, academic motivation, and problem solving skill in prep class college students. Pegem Eğitim ve Öğretim Dergisi. https://doi.org/10.14527/pegegog.2019.027

Examining 21st Century Skill Levels of Students and the Relationship between Skills

Year 2020, Volume 21, Issue 2, 772 - 784, 31.08.2020
https://doi.org/10.17679/inuefd.656784

Abstract

In this study, it is aimed to determine the relationship between the skill levels of 21st century learners and these skills. The sample of this study, which is carried out with relational research design, one of the quantitative research methods and non-experimental design, was determined by the easily accessible sampling method. The participants of the study consisted of 183 students in total studying at Atatürk University. Relational and descriptive analysis techniques were used to analyze the data which was collected by using Computational Thinking Scale, Digital Literacy Scale and Effective Communication Scale. When the descriptive findings were examined, it was understood that the students generally had most of the skills but experienced ambivalence about the algorithmic thinking skills. As a result of the correlation analysis, it was found that critical thinking, problem solving, creativity, empathy and active-participative listening were significantly related to all variables. On the other hand, digital literacy skills were found to be significantly correlated with all variables examined in the scope of the study, except I-Language. It was determined that the relationship between ego supportive language, active-participative listening, Self-recognition/Self-disclosure, and I-Language skills and algorithmic thinking was not significant. The variables with the highest correlation coefficient were found to be creativity and critical thinking.

References

  • Bell, D. V. J. (2016). Twenty-first century education: Transformative education for sustainability and responsible citizenship. Journal of Teacher Education for Sustainability, 18(1), 48–56. https://doi.org/10.1515/jtes-2016-0004
  • Berger, G. (2016). Data Reveals The Most In-Demand Soft Skills Among Candidates | LinkedIn Talent Blog. Retrieved October 20, 2019, from https://business.linkedin.com/talent-solutions/blog/trends-and-research/2016/most-indemand-soft-skills
  • Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2014). Defining twenty-first century skills. In Assessment and teaching of 21st century skills (pp. 17–66). https://doi.org/10.1007/978-94-007-2324-5_2
  • Boyacı, Ş. D. B., & Atalay, N. (2016). A scale development for 21st century skills of primary school students: A validity and reliability study. International Journal of Instruction, 9(1), 133–148. https://doi.org/10.12973/iji.2016.9111a
  • Brownlow, C., Hinton, P., & McMurray, I. (2014). SPSS explained 2nd Edition. In Routledge. https://doi.org/10.4324/9781315797298
  • Buluş, M., Atan, A., & Sarıkaya, H. E. (2017). Effective communication skills: A new conceptual framework and scale development study. International Online Journal of Educational Sciences, 9(2), 575–590. https://doi.org/10.15345/iojes.2017.02.020
  • Carey, C., & Naudin, A. (2006). Enterprise curriculum for creative industries students: An exploration of current attitudes and issues. Education and Training, 48(7), 518–531. https://doi.org/10.1108/00400910610705908
  • Cogan-Drew, D. (2010). 21st century skills: Making student achievement public in the digital age. eLearn, 2010(2), 1-6. https://doi.org/10.1145/1719292.1730970
  • Dass, R. (2014). Literature and the 21st century learner. Procedia - Social and Behavioral Sciences, 123, 289–298. https://doi.org/10.1016/j.sbspro.2014.01.1426
  • Doleck, T., Bazelais, P., Lemay, D. J., Saxena, A., & Basnet, R. B. (2017). Algorithmic thinking, cooperativity, creativity, critical thinking, and problem solving: exploring the relationship between computational thinking skills and academic performance. Journal of Computers in Education, 4(4), 355–369. https://doi.org/10.1007/s40692-017-0090-9
  • Eggers, F., Lovelace, K. J., & Kraft, F. (2017). Fostering creativity through critical thinking: The case of business start-up simulations. Creativity and Innovation Management, 26(3), 266–276. https://doi.org/10.1111/caim.12225
  • Ekici, G., Abide, Ö. F., Canbolat, Y., & Öztürk, A. (2017). 21.Yüzyıl becerilen ait veri kaynaklarının analizi. Eğitim ve Öğretim Araştırmaları Dergisi, 6(1), 124–134.
  • Fraenkel, J., Wallen, N., & Hyun, H. (2011). How to design and evaluate research in education. Retrieved from http://tailieuso.udn.vn/bitstream/TTHL_125/9056/1/HowToDesignAndEvaluateResearchInEducation.TT.pdf
  • Gürbüz, H., Evlioğlu, B., Erol, Ç. S., Gülseçen, H., & Gülseçen, S. (2017). “What’s the Weather Like Today?”: A computer game to develop algorithmic thinking and problem solving skills of primary school pupils. Education and Information Technologies, 22(3), 1133–1147. https://doi.org/10.1007/s10639-016-9478-9
  • International Society. (2007). ISTE standards for students. Retrieved October 19, 2019, from International Society for Technology in Education (ISTE) website: http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf
  • Jia, Y., Oh, Y. J., Sibuma, B., LaBanca, F., & Lorentson, M. (2016). Measuring twenty-first century skills: development and validation of a scale for in-service and pre-service teachers. Teacher Development, 20(2), 229–252. https://doi.org/10.1080/13664530.2016.1143870
  • Katai, Z. (2015). The challenge of promoting algorithmic thinking of both sciences- and humanities-oriented learners. Journal of Computer Assisted Learning, 31(4), 287–299. https://doi.org/10.1111/jcal.12070
  • Kay, K., & Greenhill, V. (2011). Twenty-First Century Students Need 21st Century Skills. In Bringing Schools into the 21st Century (pp. 41–65). https://doi.org/10.1007/978-94-007-0268-4_3
  • Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What Knowledge Is of Most Worth: Teacher Knowledge for 21 st Century Learning. Journal of Digital Learning in Teacher Education, 29(4), 127–140. https://doi.org/10.1080/21532974.2013.10784716
  • Kiss, G. (2013). Teaching programming in the higher education not for engineering students. Procedia - Social and Behavioral Sciences, 103, 922–927. https://doi.org/10.1016/j.sbspro.2013.10.414
  • Korkmaz, Ö., Çakir, R., & Özden, M. Y. (2017). A validity and reliability study of the computational thinking scales (CTS). Computers in Human Behavior, 72, 558–569. https://doi.org/10.1016/j.chb.2017.01.005
  • Ledward, B. C., & Hirata, D. (2010). An overview of 21 st century skills. Honolulu.
  • López-Fernández, V., Arias-Castro, C., González Restrepo, K., & García Santana, K. (2018). A study of the relationship between empathy and creativity in colombian students and their educational implications. Revista Complutense de Educación, 29(4). https://doi.org/10.5209/RCED.54881
  • McCrae, R. R., & Ingraham, L. J. (1987). Creativity, divergent thinking, and openness to experience. Journal of Personality and Social Psychology, 52(6), 1258–1265. https://doi.org/10.1037/0022-3514.52.6.1258
  • Nouri, J., Zhang, L., Mannila, L., & Norén, E. (2019). Development of computational thinking, digital competence and 21st century skills when learning programming in K-9. Education Inquiry, 1–17. https://doi.org/10.1080/20004508.2019.1627844
  • Ongardwanich, N., Kanjanawasee, S., & Tuipae, C. (2015). Development of 21st century skill scales as perceived by students. Procedia - Social and Behavioral Sciences, 191, 737–741. https://doi.org/10.1016/j.sbspro.2015.04.716
  • Orhan Göksün, D., & Aşkım Kurt, A. (2017). The relationship between pre-service teachers’ use of 21st century learner skills and 21st century teacher skills. Education and Science, 42(190), 107–130. https://doi.org/10.15390/EB.2017.7089
  • Partnership for 21st Century Learning. (2015). P21 Partnership for 21st Century Learning. Partnership for 21st Century Learning, 9. Retrieved from http://www.p21.org/documents/P21_Framework_Definitions.pdf
  • Piniuta, I. (2019). Technology based activities to develop 21st century skills in the foreign language classroom. Proceedings of the 2019 8th International Conference on Educational and Information Technology - ICEIT 2019, 79–85. https://doi.org/10.1145/3318396.3318404
  • Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816
  • Profetto-McGrath, J. (2003). The relationship of critical thinking skills and critical thinking dispositions of baccalaureate nursing students. Journal of Advanced Nursing, 43(6), 569–577. https://doi.org/10.1046/j.1365-2648.2003.02755.x
  • Ramankulov, S. Z., Dosymov, E., Mintassova, A. S., & Pattayev, A. M. (2019). Assessment of student creativity in teaching physics in a foreign language. European Journal of Contemporary Education, 8(3), 587–599. https://doi.org/10.13187/ejced.2019.3.587
  • Siddiq, F., Gochyyev, P., & Wilson, M. (2017). Learning in Digital Networks – ICT literacy: A novel assessment of students’ 21st century skills. Computers & Education, 109, 11–37. https://doi.org/10.1016/J.COMPEDU.2017.01.014
  • Thoughtful Learning. (2018). What are 21st century skills? Retrieved October 19, 2019, from Thoughtful Learning website: https://k12.thoughtfullearning.com/FAQ/what-are-21st-century-skills
  • Tican, C., & Deniz, S. (2019). Pre-Service teachers’o pinions about the use of 21st century learner and 21st century teacher skills. European Journal of Educational Research, 8(1), 181–197. Retrieved from https://eric.ed.gov/?q=title%3A%2221st+century+skill%22+AND+(relation+OR+correlation)&id=EJ1203100
  • Trilling, B., & Fadel, C. (2009). What is 21st Century Learning? In 21st century skills: Learning for life in our times (pp. 1–19). San Francisco: Wiley & Sons.
  • Turgut, S., & Turgut, İ. G. (2018). The effects of cooperative learning on mathematics achievement in Turkey: A meta-analysis study. International Journal of Instruction, 11(3), 663–680. https://doi.org/10.12973/iji.2018.11345a
  • Ustundag, M. T., Gunes, E., & Bahcivan, E. (2017). Turkish adaptation of digital literacy scale and investigating pre-service science teachers’ digital literacy. Journal of Education and Future-Egitim Ve Gelecek Dergisi, (12), 19–29.
  • van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72, 577–588. https://doi.org/10.1016/j.chb.2017.03.010
  • van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2019). Determinants of 21st-century digital skills: A large-scale survey among working professionals. Computers in Human Behavior, 100, 93–104. https://doi.org/10.1016/j.chb.2019.06.017
  • Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21 st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. https://doi.org/10.1080/00220272.2012.668938
  • Yadav, A., Good, J., Voogt, J., & Fisser, P. (2017). Computational thinking as an emerging competence domain. In Technical and Vocational Education and Training (Vol. 23, pp. 1051–1067). https://doi.org/10.1007/978-3-319-41713-4_49
  • Yurtseven, N., & Doğan, S. (2019). Structural relationships among academic procrastination, academic motivation, and problem solving skill in prep class college students. Pegem Eğitim ve Öğretim Dergisi. https://doi.org/10.14527/pegegog.2019.027

Details

Primary Language Turkish
Subjects Social
Journal Section Articles
Authors

Ömer KOÇAK (Primary Author)
ATATÜRK ÜNİVERSİTESİ
0000-0001-7756-7169
Türkiye


İdris GÖKSU
MARDİN ARTUKLU ÜNİVERSİTESİ
0000-0002-7120-6562
Türkiye

Supporting Institution Yoktur
Publication Date August 31, 2020
Published in Issue Year 2020, Volume 21, Issue 2

Cite

Bibtex @research article { inuefd656784, journal = {İnönü Üniversitesi Eğitim Fakültesi Dergisi}, issn = {1300-2899}, eissn = {2149-9683}, address = {}, publisher = {Inonu University}, year = {2020}, volume = {21}, pages = {772 - 784}, doi = {10.17679/inuefd.656784}, title = {Öğrencilerin 21. Yüzyıl Beceri Düzeyleri ve Beceriler Arasındaki İlişkinin İncelenmesi}, key = {cite}, author = {Koçak, Ömer and Göksu, İdris} }
APA Koçak, Ö. & Göksu, İ. (2020). Öğrencilerin 21. Yüzyıl Beceri Düzeyleri ve Beceriler Arasındaki İlişkinin İncelenmesi . İnönü Üniversitesi Eğitim Fakültesi Dergisi , 21 (2) , 772-784 . DOI: 10.17679/inuefd.656784
MLA Koçak, Ö. , Göksu, İ. "Öğrencilerin 21. Yüzyıl Beceri Düzeyleri ve Beceriler Arasındaki İlişkinin İncelenmesi" . İnönü Üniversitesi Eğitim Fakültesi Dergisi 21 (2020 ): 772-784 <https://dergipark.org.tr/en/pub/inuefd/issue/56519/656784>
Chicago Koçak, Ö. , Göksu, İ. "Öğrencilerin 21. Yüzyıl Beceri Düzeyleri ve Beceriler Arasındaki İlişkinin İncelenmesi". İnönü Üniversitesi Eğitim Fakültesi Dergisi 21 (2020 ): 772-784
RIS TY - JOUR T1 - Öğrencilerin 21. Yüzyıl Beceri Düzeyleri ve Beceriler Arasındaki İlişkinin İncelenmesi AU - Ömer Koçak , İdris Göksu Y1 - 2020 PY - 2020 N1 - doi: 10.17679/inuefd.656784 DO - 10.17679/inuefd.656784 T2 - İnönü Üniversitesi Eğitim Fakültesi Dergisi JF - Journal JO - JOR SP - 772 EP - 784 VL - 21 IS - 2 SN - 1300-2899-2149-9683 M3 - doi: 10.17679/inuefd.656784 UR - https://doi.org/10.17679/inuefd.656784 Y2 - 2020 ER -
EndNote %0 Inonu University Journal of the Faculty of Education Öğrencilerin 21. Yüzyıl Beceri Düzeyleri ve Beceriler Arasındaki İlişkinin İncelenmesi %A Ömer Koçak , İdris Göksu %T Öğrencilerin 21. Yüzyıl Beceri Düzeyleri ve Beceriler Arasındaki İlişkinin İncelenmesi %D 2020 %J İnönü Üniversitesi Eğitim Fakültesi Dergisi %P 1300-2899-2149-9683 %V 21 %N 2 %R doi: 10.17679/inuefd.656784 %U 10.17679/inuefd.656784
ISNAD Koçak, Ömer , Göksu, İdris . "Öğrencilerin 21. Yüzyıl Beceri Düzeyleri ve Beceriler Arasındaki İlişkinin İncelenmesi". İnönü Üniversitesi Eğitim Fakültesi Dergisi 21 / 2 (August 2020): 772-784 . https://doi.org/10.17679/inuefd.656784
AMA Koçak Ö. , Göksu İ. Öğrencilerin 21. Yüzyıl Beceri Düzeyleri ve Beceriler Arasındaki İlişkinin İncelenmesi. INUJFE. 2020; 21(2): 772-784.
Vancouver Koçak Ö. , Göksu İ. Öğrencilerin 21. Yüzyıl Beceri Düzeyleri ve Beceriler Arasındaki İlişkinin İncelenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi. 2020; 21(2): 772-784.
IEEE Ö. Koçak and İ. Göksu , "Öğrencilerin 21. Yüzyıl Beceri Düzeyleri ve Beceriler Arasındaki İlişkinin İncelenmesi", İnönü Üniversitesi Eğitim Fakültesi Dergisi, vol. 21, no. 2, pp. 772-784, Aug. 2020, doi:10.17679/inuefd.656784

2017 INUEFD  Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 International License.