Science Teachers' Awareness of 21st Century Skills and Their Integration into Their Lessons

Öz

21st-century skills are essential skills that need to be taught to individuals of our age. These skills will only gain meaning when integrated into school courses and taught to students. Students will transfer the skills they integrate with the content of the courses to their future lives and, therefore, to social life. The content and nature of the science course are essential in teaching 21st-century skills. In this study, science teachers' awareness regarding 21st-century skills was determined in depth with a phenomenological approach by focusing on their experiences. For this purpose, semi-structured interviews were conducted with six science teachers who teach in Istanbul's district with a relatively low socio-economic and socio-cultural level. In line with the findings obtained, it was observed that the participants agreed on the importance of 21st-century skills and the necessity of integrating them into their courses. The skills teachers stated as 21st-century skills included information and communication technology and science literacy, critical thinking and creative thinking from high-level thinking, active learning, and academic skills from learning skills. The teachers did not mention language and communication skills, social and emotional skills, self-skills, and study skills, which are considered 21st-century skills. In line with the research results, it is recommended that concrete examples and practical in-service training be increased so that science teachers can integrate 21st-century skills into their lessons in a qualified manner.

Anahtar Kelimeler

• science teachers
• phenomenology
• 21st century skills
• inclusive 21st century model

Fen Bilimleri Öğretmenlerinin 21. Yüzyıl Becerileri ile ilgili Farkındalıkları ve Derslerinde Ele Alma Durumları

Öz

21.yy. becerileri, çağımız bireylerine kazandırılması gereken önemli becerilerdir. Bu beceriler okullarda derslerle bütünleştirilerek öğrencilere kazandırıldığında ancak anlam kazanacaktır. Öğrenciler derslerin konu içerikleri ile bütünleştirdikleri becerileri ileride yaşamlarına ve dolayısıyla toplumsal yaşama aktaracaklardır. Fen Bilimleri dersinin içeriği ve doğası gereği 21.yy. becerilerini kazandırmadaki yeri önemlidir. Bu araştırmada Fen Bilimleri öğretmenlerinin 21.yy. becerileri ile ilgili farkındalıkları, onların deneyimleri konu edinilerek fenomenolojik bir yaklaşımla derinlemesine tespit edilmeye çalışılmıştır. Bu amaçla, İstanbul’da sosyo-ekonomik ve sosyo kültürel açıdan görece düşük seviyede olan bir ilçede fen bilimleri öğretmenliği yapan altı öğretmen ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Elde edilen bulgular doğrultusunda, katılımcıların 21.yy. becerilerinin önemi ve dersleriyle bütünleştirmelerinin gerekliliği konusunda hemfikir oldukları görülmüştür. Öğretmenlerin 21.yy. becerileri olarak ifade ettikleri beceriler arasında; okuryazarlık becerilerinden bilgi ve iletişim teknoloji okuryazarlığı ve bilim okuryazarlığı, üst düzey düşünme becerilerinden eleştirel düşünme ve yaratıcı düşünme, öğrenme becerilerinden aktif öğrenme ve akademik beceriler yer almıştır. 21.yy. becerileri olarak kabul edilen dil ve iletişim becerileri, sosyal ve duygusal beceriler, benlik becerileri ve çalışma becerilerine ise öğretmenler tarafından hiç değinilmemiştir. Araştırma sonuçları doğrultusunda fen bilimleri öğretmenlerinin 21.yy. becerilerini dersleri ile nitelikli bir şekilde bütünleştirmeleri için somut örneklerin ve uygulamalı hizmet içi eğitimlerin arttırılması önerilmektedir.

Anahtar Kelimeler

• fen bilimleri öğretmenleri
• fenomenoloji (olgu bilim)
• 21.yy. becerileri
• kapsayıcı 21.yy. modeli

Kaynakça

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