Sanat eğitimi öğrencilerinin 21. yüzyıl becerileri yetkinliklerine ve eleştirel düşünme eğilimlerine ilişkin algılarının incelenmesi

Abstract

Bu çalışmanın amacı, sanat eğitimi alan öğrencilerin 21. yüzyıl becerileri yetkinliklerine yönelik algıları ile eleştirel düşünme eğilimlerini incelemek, bu iki değişken arasındaki ilişkiyi ortaya koymak ve söz konusu ilişkiyi bölüm, cinsiyet ve sınıf düzeyi değişkenleri açısından analiz etmektir. Araştırma, 2024–2025 eğitim-öğretim yılı bahar döneminde Kırşehir Ahi Evran Üniversitesi Neşet Ertaş Güzel Sanatlar Fakültesi Müzik Bölümü’nde öğrenim gören 77 öğrenci ile İzmir Ege Üniversitesi Eğitim Fakültesi Resim Eğitimi Bölümü’nde öğrenim gören 88 öğrenci olmak üzere toplam 165 öğrenci üzerinde nicel araştırma yöntemlerinden tarama modeli kullanılarak gerçekleştirilmiştir. Araştırma bulguları, öğrencilerin hem 21. Yüzyıl Becerileri Yetkinlik Algı Ölçeği hem de Eleştirel Düşünme Eğilimleri Ölçeği maddelerine genel olarak “çoğunlukla katıldıklarını” ve bu durumun yüksek düzeyde yetkinlik algısı ile olumlu eleştirel düşünme eğilimlerine işaret ettiğini göstermektedir. Öğrencilerin 21. yüzyıl becerileri yetkinlik algılarının bölüm ve sınıf düzeyine göre istatistiksel olarak anlamlı farklılık gösterdiği, ancak cinsiyet değişkenine göre anlamlı bir farklılık göstermediği belirlenmiştir. Benzer şekilde, eleştirel düşünme eğilimlerinin genelinde bölüm değişkenine göre istatistiksel olarak anlamlı bir farklılık tespit edilmemiştir. Araştırmanın en önemli bulgularından biri, 21. yüzyıl becerileri yetkinlik algıları ile eleştirel düşünme eğilimleri arasında güçlü ve pozitif yönlü bir ilişkinin bulunmasıdır (r = .707, p < .01). Bu bulgu, öğrencilerin 21. yüzyıl becerilerine yönelik algıları arttıkça eleştirel düşünme eğilimlerinin de arttığını göstermektedir. Bu bulgular doğrultusunda, sanat eğitimi programlarında 21. yüzyıl becerileri ile eleştirel düşünme becerilerini eş zamanlı olarak geliştirmeye yönelik öğretim uygulamalarına yer verilmesi önerilmektedir. Özellikle öğrenci merkezli öğrenme ortamlarının oluşturulması, disiplinlerarası yaklaşımların benimsenmesi ve yaratıcılığı ile problem çözme becerilerini destekleyen etkinliklerin uygulanması, her iki becerinin daha etkili ve sürdürülebilir biçimde geliştirilmesine katkı sağlayabilir.

Keywords

• sanat eğitimi
• 21. yy becerileri
• eleştirel düşünme
• eleştirel düşünme becerileri
• öğrenci algıları

An investigation of art education students’ perceptions of 21st-century skills competence and critical thinking tendencies

Abstract

The purpose of this study is to examine art education students’ perceptions of 21st-century skills competence and their critical thinking tendencies, to reveal the relationship between these two variables, and to analyze this relationship in terms of department, gender, and grade level. The study was conducted using a quantitative survey model with a total of 165 students, including 77 students from the music department of the Neşet Ertaş Faculty of Fine Arts at Kırşehir Ahi Evran University and 88 students from the Department of Art Education at the Faculty of Education at Ege University in İzmir during the spring semester of the 2024–2025 academic year. The findings indicate that students generally “mostly agree” with the items of both the 21st-century skills Competence Perception Scale and the Critical Thinking Tendencies Scale, suggesting high levels of perceived competence and positive critical thinking tendencies. Students’ perceptions of 21st-century skills competence showed statistically significant differences according to department and grade level, whereas no significant difference was found based on gender. Similarly, no statistically significant difference was found in the overall critical thinking tendencies according to the department variable. A key finding of the study is the strong and positive relationship between 21st-century skills competence perceptions and critical thinking tendencies (r = .707, p < .01). This result indicates that higher levels of perceived 21st-century skills competence are associated with stronger critical thinking tendencies. Based on these findings, it is recommended that art education programs incorporate instructional practices that simultaneously support the development of 21st-century skills and critical thinking. In particular, student-centered learning environments, interdisciplinary approaches, and activities that promote creativity and problem-solving may enhance both competencies effectively.

Keywords

• 21st-century skills
• critical thinking skills
• art education
• art education students

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