Determination of Pre-Service Science Teachers’ Levels of Competence for 21st Century Skills

Abstract

The purpose of this research was to determine 21st century skills of pre-service science teachers and to compare their 21st Century Skills according to their gender, grade level and university. For this purpose, cross-sectional survey was used to collect data from eight public universities in the Aegean region. Sample of the research consisted of a total of 799 science pre-service science teachers studying in the 1st, 2nd, 3rd and 4th grade in 2019-2020 academic year. In order to collect data, 21st century skills scale was developed by collecting sub-scales of 21st century skills from scale development and adaptation studies in the literature. As a result of the research, female pre-service science teachers were statistically significantly higher score than male participants in communication sub-scale of 21st century skills. However, male participants were statistically significantly higher score than male participants in cooperation sub-scale of 21st century skills. Also, mean scores of participants in communication and creativity skills differed significantly according to grade level. The mean scores of participants in communication and cooperation skills differed significantly according to their university. In the light of these findings, information can be provided about the situation of participants considering 21st century skills in general, and studies can be carried out in order to gain and develop 21st century skills to participants.

Keywords

• 21st century skills
• gender
• grade level
• pre-service science teachers

Fen Bilgisi Öğretmen Adaylarının 21. Yüzyıl Becerilerine Yönelik Yeterlik Düzeylerinin Belirlenmesi

Abstract

Bu araştırmanın amacı, fen bilgisi öğretmen adaylarının 21. yy becerilerini belirlemek ve cinsiyetlerine, sınıf düzeylerine ve üniversitelerine göre 21. yy becerilerini karşılaştırmaktır. Bu amaçla Ege bölgesindeki sekiz devlet üniversitesinden veri toplamak için kesitsel anket kullanılmıştır. Araştırmanın örneklemini 2019-2020 eğitim öğretim yılında 1., 2., 3. ve 4. sınıfta öğrenim gören toplam 799 fen bilimleri öğretmen adayı oluşturmaktadır. Veri toplamak amacıyla literatürde yer alan ölçek geliştirme ve uyarlama çalışmalarından 21. yüzyıl becerilerinin alt ölçekleri toplanarak 21. yüzyıl becerileri ölçeği geliştirilmiştir. Araştırma sonucunda, kadın fen bilgisi öğretmen adayları, 21. yy becerileri iletişim alt ölçeğinde erkek katılımcılara göre istatistiksel olarak anlamlı düzeyde daha yüksek puan almıştır. Bununla birlikte, 21. yy becerileri işbirliği alt ölçeğinde erkek katılımcılar erkek katılımcılara göre istatistiksel olarak anlamlı düzeyde daha yüksek puan almıştır. Ayrıca katılımcıların iletişim ve yaratıcılık becerileri puan ortalamaları sınıf düzeyine göre anlamlı farklılık göstermiştir. Katılımcıların iletişim ve işbirliği becerileri puan ortalamaları üniversitelerine göre anlamlı farklılık göstermiştir. Bu bulgular ışığında genel olarak 21. yy becerilerini göz önünde bulundurarak katılımcıların durumu hakkında bilgi verilebilir ve 21. yy becerilerinin katılımcılara kazandırılması ve geliştirilmesine yönelik çalışmalar yapılabilir.

Keywords

• 21. yüzyıl becerileri
• cinsiyet
• sınıf düzeyi
• fen bilgisi öğretmen adayları.

References

1. 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. http://dx.doi.org/10.9779/PUJE768
2. Ball, A., Joyce, H. D. & Anderson-Butcher, D. (2016). Exploring 21st century skills and learning environments for middle school youth. International Journal of School Social Work, 1(1), 1-15. https://doi.org/10.4148/2161-4148.1012
3. Belet-Boyacı, S. D. & 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.
4. Bilge, H., & Bal, V. (2012). Entrepreneurship aptitude: an empirical study on undergraduate and vocational high school students in Celal Bayar University. Journal of Süleyman Demirel University Institute of Social Sciences, (16), 131-148.
5. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Erlbaum.
6. Çetinkanat, A. Canan (Paknadel). (1997, Ekim). Öğretmenlerin iletişim becerileri [Teachers' communication skills]. III. National Primary Education Symposium, Çukurova University, Adana.
7. Çevik, M. & Şentürk C. (2019). Multidimensional 21st century skills scale: Validity and reliability study. Cypriot Journal of Educational Sciences, 14(1), 11-028.
8. Çoban, Ö., Bozkurt, S. & Kan, A. (2019). Developing on Educational Administrators’ 21st Century Skills Scale: Study of Validity and Reliability. Kastamonu Education Journal, 27(3), 1059-1071. https://doi.org/10.24106/kefdergi.2572

9. Deborah, L. E. (2012). A new generation: A new model of education in the 21 st century, [Unpublished Dissertation]. University of Southern California.
10. Eğmir, E. & Çengelli, S. (2020). The Predictive Power of Teachers’ 21st Century Teaching Skills on Applying Reflective Thinking Skills. Journal of History School, 45, 1045-1077. http://dx.doi.org/10.29228/Joh41513
11. Elekoğlu, F. & Demirdağ, S. (2020). Investigation of School Principals' 21st Century Skills, Communication Skills, and Leadership Styles According to Teachers' Perceptions. Karaelmas Journal of Educational Sciences, 8, 101-117.
12. Facione, P.A., Facione, N.C., & Giancarlo, C.A.F. (1998). The California Critical Thinking Disposition Inventory. California: Academic Press.
13. Fraenkel, R. J. & Wallen, E. N. (2006). How to Design and Evaluate Research in Education. McGraw-Hill, New York.
14. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill, New York.
15. Gökbulut, B. (2020). The Relationship between Teacher Candidates' Beliefs in Education and 21st Century Skills. Turkish Studies Education, 15(1), 127-141. https://dx.doi.org/10.29228/TurkishStudies.40164
16. Griffin, P., McGaw, B. & Care, E. (Ed.). (2012). Assessment and teaching of 21stcentury skills. Dordrecht, Netherlands: Springer.
17. Gülen, Ş. B. (2013). Ortaokul Öğrencilerinin 21. Yüzyıl Öğrenme Becerileri ve Bilişim Teknolojileri ile Destekleme Düzeylerinin Cinsiyet ve Sınıf Seviyesine Göre İncelenmesi[21st Century Learner Skills And Level Of Support From Information And Communication Technologies: An Investigation Of Middle School Students Based On Grade Level And Gender].Unpublished Master Thesis. Gazi University, Ankara.
18. Güngör, S. N., & Özkan, M. (2011). A Study on the Effects of the Cooperative Learning Method in Science and Technology Education on the Students’ Attitude: Bursa Model. Journal of Uludag University Faculty of Education, 25(1), 291-300.
19. Hu, L. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.
20. Hurt, H. T., Joseph, K., & Cook, C. D. (1977). Scales for the measurement of innovativeness. Human Communication Research , 4, 58-65.
21. Kan, A. Ü. & Murat, A. (2018). Investigation of Prospective Science Teachers’ 21st Century Skill Competence Perceptions and Attitudes Toward STEM. International Online Journal of Educational Sciences, 10(4), 251-272. DOI : 10.15345/iojes.2018.04.014
22. Kang, M., Heo, H., Jo, I., Shin, J. & Seo, J. (2010). Developing an educational performance indicator for new millennium students. Journal of Research on Technology in Education, 43(2), 157-170.
23. Karakaş, M. M. (2015). Ortaokul sekizinci sınıf öğrencilerinin fen bilimlerine yönelik 21. yüzyıl beceri düzeylerinin ölçülmesi [Investigation of the Eight- Grade Secondary School Students ' Levels of 21st Century Skills in Science Education]. Unpublished Master Thesis. Osmangazi University, Eskişehir.
24. Karaman, M. K., & Karataş, A. (2009). Media literacy levels of the candidate teachers. Elementary Education Online, 8(3), 798-808.
25. Kaufman, J. C. (2012). Counting the muses: Development of the Kaufman Domains Of Creativity Scale (K–DOCS). Psychology of Aesthetics, Creativity, and the Arts, 6(4), 298–308, DOI: 10.1037/a0029751.
26. Keleş, S. (2014). Öğretmen adaylarının bilgi ve iletişim teknolojileri yeterlilikleri [Information And Communication Technology Competencies Of Candidate Teachers]. (Master's thesis) Balıkesir University, Balıkesir.
27. Keskin, İ. & Yazar, T. (2015). Examining digital competence of teachers within the context of lifelong learning based on of the twenty-first century skills. International Journal of Human Sciences, 12(2), 1691-1711. Doi:10.14687/ijhs.v12i2.3503
28. Kılıç, B. (2011). İlköğretim sekizinci sınıf öğrencilerinin bilimsel yaratıcılık ve bilimsel tutum düzeylerinin belirlenmesi [Determining the level of scientific creativity and scientific attitude of 8th primary school students]. (Unpublished Master Thesis), Eskişehir Osmangazi University, Eskişehir
29. Kılıçer, K. & Odabaşı, H.F. (2010). Individual Innovativeness Scale (IS): The study of adaptation to Turkish, validity and reliability. Hacettepe University Journal of Education, 38, 150-164.
30. Kökdemir, D. (2003). Belirsizlik Durumlarında Karar Verme ve Problem Çözme [Decision making and problem solving under uncertainty]. Unpublished Dissertation. Ankara University, Ankara.
31. Ongardwanich, N., Kanjanawasee, S. & Tuipae, C. (2015). Development of 21st century skill scales as perceived by students. Procedia-Social and Behavioral Sciences, 191(52), 737-741. https://doi.org/10.1016/j.sbspro.2015.04.716
32. Orhan-Göksun, D. (2016). Öğretmen adaylarının 21. yy. öğrenen becerileri ve 21. yy. öğreten becerileri arasındaki ilişki[The relationship between 21st century learner skills use and 21st century teacher skills use], [Unpublished Dissertation]. Anadolu University, Eskişehir.
33. Orhan Göksün, D. & Kurt, A. 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. DOI: 10.15390/EB.2017.7089
34. Ölçme Seçme Yerleştirme Merkezi. (2011). Tablo 4 merkezi yerleştirme ile öğrenci alan yüksek öğretim lisans programları [Table 4 Higher education undergraduate programs that accept students by central placement]. Retrieved from http://www.osym.gov.tr/dosya/1-57952/h/2011tablo4-2172011.pdf in 02.02.2022.
35. Özdemir Özden, D, Karakuş Tayşi, E.,Kılıç Şahin, H., Demir Kaya, S. & Bayram, F.Ö. (2018). Pre-service Teachers’ Perceived Efficacy Beliefs towards the 21st Century Skills: The Case of Kütahya. Turkish Studies - Educational Sciences, 13, 1163-1184. http://dx.doi.org/10.7827/TurkishStudies.14298
36. Özyurt, M. (2020). Adaptation of 21st Century Skills Teaching Scale to Turkish Culture: A Validity-Reliability Study. International Journal of Society Researches, 16(30), 2568-2594. https://doi.org/10.26466/opus.725042
37. Partnership for 21st Century Skills (P21). (2009). Framework for 21st century learning. Tucson. AZ: Author. Retrieved from https://www.teacherrambo.com/file.php/1/21stcentury skills.pdf. in 04.02.2022.
38. Roberts, J. A., & Bacon, D. R. (1997). Exploring the subtle relationships between environmental concern and ecologically conscious consumer behavior. Journal of business research, 40(1), 79-89.
39. Stewart, V. (2010). A classroom as wide as the world. Curriculum 21: Essential Education for a Changing World. H. Hayes Jacobs (Ed.). 97–114. Alexandria. VA : Association for Supervision and Curriculum Development.
40. Şahin, M.C. (2010). Evaluation of the education faculty students according to the OECD-New Millennium Learners criteria, [Unpublished Doctoral Dissertation]. Eskişehir: Anadolu Uniiversity.
41. Şahin, F. (2016). Adaptation of the Kaufman Domains of Creativity Scale into Turkish and Examination of its Psychometric Properties. Elementary Education Online, 2016; 15(3): 855-867, doi: http://dx.doi.org/10.17051/io.2016.70479
42. Tabachnick, B.G., & Fidell, L.S. (2001). Usingmultivariate statistics (4th ed.) Boston: Allyn &Bacon.
43. Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2007). Using multivariate statistics (Vol. 5, pp. 481-498). Boston, MA: pearson.
44. Trilling, B., & Fadel, C. (2009). 21st century skills: learning for life in our times. Francisco: Jossey-Bass.
45. Tufan, A. (2003). 21.Yüzyılın Başında Öğretmenin Öğretmenin Değişen Rolleri [Student, teacher and educational environments in the context of 21. century skills]. Bilim ve Aklın Aydınlığında Eğitim Dergisi, 45. Retrieved from http://yayim.meb.gov.tr/dergiler/sayi45/aytac.htm in 05.02.2022.
46. Uyar, A. & Çiçek, B. (2021). 21st Century Skills of Different Field Teachers. IBAD Journal of Social Sciences, 9, 1-11. https://doi.org/10.21733/ibad.822410
47. Wilmarth, S. (2010). Five socio-technology trends that change everything in learning and teaching. H. H. Jacobs (Ed.). Curriculum 21: Essential education for a changing world. (s.80–96). Alexandria. VA: Association for Supervision and Curriculum Development.
48. Yalçın, V., Simsar, A. & Dinler, H. (2020). 21st Century Skills Scale for Children 5-6 Years (DAY-2): Validity and Reliability Study. Mediterranean Journal of Educational Research, 14(32), 78-97. https://doi.org/10.29329/mjer.2020.258.5
49. Yılmaz, E. & Alkış, M. (2019). Develop a valid and reliable measurement tool to measure the 21st Century Qualifications. The Journal of International Lingual Social and Educational Sciences, 5(1), 125-154. https://doi.org/10.34137/jilses.578533