The Framework of 21st Century Skills in the Educational Sciences Literature

Yıl 2024, Sayı: 60, 931 - 951, 28.06.2024

Samed Sahin , Serkan Çelik

https://doi.org/10.53444/deubefd.1346588

Öz

This study derives its motivation from the 21st-century skills, often referred to as the "skills of the era," which encompass goals inspired by contrasting philosophies. Educators are expected to nurture environmentally conscious, health-literate, and culturally sensitive individuals while fostering competitive, outcome-oriented, financially literate individuals. There's a quest to harmonize these attributes, driving specific investments. The need for an educational landscape overview becomes evident. Within educational sciences, interpreting 21st-century skills, selecting focused skills, and understanding data collection sources prompt multidimensional discussions. Thus, the study's core objective is to map fundamental characteristics of literature emphasizing 21st-century skills.Analyzing 157 recent phd theses in Turkey's educational sciences field, the study examines academic disciplines, emphasized skills, methodologies, data collection tools, participants, and outcomes. Literature review shows variations in emphasis on 21st-century skills, with some receiving attention while others are marginalized. Study participants mainly comprise students and educators. The conclusion highlights recommended tools like mobile apps, animation software, websites, instructional techniques, and devices, as advised by authors.

Anahtar Kelimeler

21st century skills, maps of skills, framework of 21st skills

Eğitim Bilimleri Alan Yazınında 21.yy Becerilerinin Kapsamı

Öz

Kamuoyunda “çağın becerileri” olarak ifade edilen, içerisinde karşıt felsefelerden beslenen amaçların da olduğu 21. yüzyıl becerileri bu çalışmanın güdülenme (motivasyon) kaynağıdır. Öğretmenlerden çevreye duyarlı, sağlık okuryazarı, kültürel farklılıklara duyarlı bireyler yetiştirmesi beklendiği kadar rekabetçi, fayda odaklı, finans okuryazarı bireyler de yetiştirmesi beklenmektedir. Dahası bunların hepsinin bir arada olduğu bir düzlem aranmakta ve bazı yatırımlar yapılmaktadır. Tam bu noktada eğitim alanındaki durumun bir fotoğrafına ihtiyaç duyulduğu düşünülmektedir. Eğitim bilimleri alanında 21. yüzyıl becerilerinden ne anlaşıldığı, hangi becerilerin odağa alındığı, hangilerinin alınmadığı, kimlerden veri toplandığı soruları birçok bakımdan üzerinde tartışılabilir bir düzlem sağlayacaktır. Bu doğrultuda çalışmanın temel amacı, alan yazında 21. yüzyıl becerilerini odağa alan çalışmaların temel özelliklerinin haritasını çıkarmaktır. Çalışma alanı olarak Türkiye’de son yıllarda eğitim bilimlerinde yapılan doktora tezleri seçilmiş (157 doktora tezi); bu tezler yürütüldükleri bilim dalı, odağa aldıkları 21. yüzyıl becerisi, yöntemi, veri toplama aracı, katılımcıları ve sonuçları bakımından analiz edilmiştir. Alan yazında bir kaç 21. yüzyıl becerilerinin çok yüksek oranda ağırlık teşkil ettiği, bazı becerilerinin de kendisine neredeyse yer bulamadığı; çalışmaların katılımcılarının çoğunun farklı kademelerden öğrenci ya da öğretmen olduğu vb. sonuçlara ulaşılmıştır. Yazarlarca kullanımının yaygınlaştırılması tavsiye edilen yeni mobil uygulama, animasyon geliştirme uygulaması, web sitesi, öğrenim tekniği ve cihaz olduğu sonucuna erişilmiş ve analiz edilmiştir.

Anahtar Kelimeler

21. yüzyıl becerileri, becerilerin çerçevesi, kapsam taraması.

Kaynakça

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