Developing Secondary School Students’ 21st Century Skills Through Online Science Education with Web 2.0 Tools

Yıl 2022, Cilt: 5 Sayı: 2, 206 - 229, 28.10.2022

Hacer Efe Hatice Turan Ünsal Umdu Topsakal

https://doi.org/10.53048/johass.1181010

Öz

Bu çalışmada çevrimiçi fen dersinde Web 2.0 araçlarının kullanımının ortaokul öğrencilerinin 21.yy becerilerine etkisi incelenmiştir. Araştırmanın örneklemini 7. sınıfta öğrenim gören 8 kız ve 6 erkek olmak üzere 14 öğrenci oluşturmaktadır. Çalışmaya katılacak öğrencilerin seçiminde kolay ulaşılabilir örneklem yöntemi kullanılmıştır. Çalışmada ünite konuları çevrimiçi ortamda web 2.0 araçları kullanılarak işlenmiştir. Çalışma toplamda 6 hafta sürmüştür ve uygulama süresince öğrencilere her hafta farklı bir Web 2.0 aracı tanıtılmış ve uygulanmıştır. Araştırmanın modeli nicel ve nitel yöntemlerin bir arada olduğu karma modeldir. Bu doğrultuda araştırmada nicel veri toplama aracı olarak Gülen & Çakır (2013) tarafından geliştirilen “21. Yüzyıl Öğrenme Becerilerinin Düzeyi Envanteri”, nitel veri toplama aracı olarak ise araştırmacı tarafından geliştirilen “21. Yüzyıl Becerileri Açık Uçlu Soru Formu” ve 21. Yüzyıl becerilerinin gelişimini belirlemek için “Sınıf Gözlem Formu” uygulanmıştır. Elde edilen nicel verilerin analizinde SPSS programı, nitel verilerin analizinde ise içerik analizi uygulanmıştır. Çalışmanın sonucunda 21.yy becerilerine yönelik yapılan ön test ve son test sonucunda son test lehine anlamlı bir farklılık olduğuna ulaşılmıştır. Öğrencilerin 21.yy öğrenme ve yenilenme becerileri, liderlik ve sorumluluk, problem çözme, medya ve teknoloji okuryazarlığı, iletişim, iş birliği, girişimcilik ve üreticilik temalarında olumlu yönde gelişme gösterdiğine ulaşılmıştır.

Anahtar Kelimeler

Web 2.0, 21.yy becerileri, çevrimiçi fen eğitimi, ortaokul öğrencileri

Developing Secondary School Students’ 21st Century Skills Through Online Science Education with Web 2.0 Tools

Öz

In this study, the effect of using Web 2.0 tools in online science lessons on middle school students' 21st century skills was examined. The sample of the research consists of 14 students (8 girls, 6 boys) studying in the 7th grade. In the study, unit topics were handled online using web 2.0 tools. The study lasted for a total of 6 weeks and a different Web 2.0 tool was introduced and applied to the students every week in practice. The model of the research is a mixed model in which quantitative and qualitative methods are combined. In this direction, as a quantitative data collection tool in the research, “21. Century Learning Skills Level Inventory" and "21st Century Skills Open Ended Questionnaire" and "Classroom Observation Form" developed by the researcher were applied as qualitative data collection tools. SPSS program was used in the analysis of quantitative data, and content analysis was used in the analysis of qualitative data. As a result of the research, it was determined that there was a significant difference in favor of the post-test as a result of the pre-test and post-test for 21st century skills. It has been determined that students show positive developments in 21st century learning and innovation skills, leadership and responsibility, problem solving, media and technology literacy, communication, cooperation, entrepreneurship and productivity themes.

Anahtar Kelimeler

Web 2.0 tools, 21st century skills, online science education, secondary school students

Kaynakça

• Ahmad, I. (2018). Proses pembelajaran digital dalam era revolusi industri 4.0. Direktur Jenderal Pembelajaran dan Kemahasiswaan. Kemenristek Dikti.
• Ajjan, H. & Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. The Internet and Higher Education, 11(2), 71–80.
• Alsuwida, N. (2022). Designing and evaluating the ımpact of using a blended art course and Web 2.0 tools in Saudi Arabia. Journal of Information Technology Education: Research, 21, 25-52.
• Álvarez, G. (2014). Las habilidades del pensamiento crítico durante la escritura digital en un ambiente de aprendizaje apoyado por herramientas de la web 2.0. Revista Encuentros, 12(1), 27-45.
• Aramide, K.A. (2022). Knowledge sharing among school library personnel in Nigeria:How do digital and media literacies interfere? International Journal of Knowledge Content Development & Technology, 12 (2), 7-27.
• Artiningsih, A. & Nurohman, S. (2020). Analysis of investigative skills based on the use of tracker video analysis for 21th century skill. Journal of Science Education Research. https://doi.org/10.21831/jser.v3i2.30621
• Atalay, N. & Boyacı B. D. Ş. (2015). Fen Bilimleri Dersinde Öğrencilerin Öğrenme Ve Yenilenme Becerilerinin Gelişiminde Yavaş Geçişli Animasyon (Slowmatıon) Uygulaması. [Yayınlanmamış Doktora Tezi] Eğitim Bilimleri Enstitüsü, Anadolu Üniversitesi.
• Banister, S. (2008). Web 2.0 tools in the reading classroom: Teachers exploring literacy in the 21st century. International Journal of Technology in Teaching and Learning, 4(2), 109-116.
• Bonk, C. J. (2009). The World is Open: How Web Technology is Revolutionizing Education. San Francisco: Jossey- Bass.
• Byrne, R. (2009). The effect of web 2.0 on teaching and learning. Teacher Librarian, 37(2), 50-53.
• Chawinga, W. D. & Zinn, S. (2016). Use of Web 2.0 by students in the Faculty of Information Science and Communications at Mzuzu University, Malawi. South African Journal of Information Management, 18(1), 1-12.
• Chiou, Y. (2012). Perceived usefulness, perceive ease of use, computer attitude, and using experi- ence of Web 2.0 applications as predictors of intent to use Web 2.0 by pre-service teachers for teaching. Dissertation Abstracts International Section A, 72, 4527
• Creswell, J. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed). Thousand Oaks, CA: Sage.
• Dimensional Armetics Problems Based on 21th Century Skills. International Journal of Advanced Engineering Research and Science (IJAERS), 5(4), 19-30.
• Fraenkel, J. R., Wallen, N. E. & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.
• Franklin, T. & Van Harmelen, M. (2007). Web 2.0 for learning and teaching in higher education. London: Observatory on Borderless Higher Education (OBHE).
• Frisch, B. J. K., Jackson, P. C. & Murray, M. C. (2013). WikiED: Using Web 2.0 Tools to Teach Content and Critical Thinking. Journal of College Science Teaching, 43(1).
• Gonzalez, D. & Louis, R. (2007). The use of Web 2.0 tools to promote learner autonomy. 28-32.
• Grosseck, G., (2009). To Use Or Not To Use Web 2.0 İn Higher Education?, Procedia - Social and Behavioral Sciences, 1(1), 478-482.
• Gülen, B. & Çakır, H. (2013). Ortaokul Öğrencilerinin 21. Yüzyıl Öğrenme Becerileri ve Bilişim Teknolojileri ile Destekleme Düzeylerinin Cinsiyet ve Sınıf Seviyesine Göre İncelenmesi, [Yüksek Lisans Tezi], Gazi Üniversitesi.
• Huang, W., D., Hood, D. W. & Yoo, S., J. (2013). Gender Divide and Acceptance of Collaborative Web 2.0 Applications for Learning in Higher Education. Internetand Higher Education, 16(1), 57–65.
• Jose, K. (2021). Conversations through Web 2.0 tools: Nurturing 21st century values in the classroom. Rupkatha Journal of Interdisciplinary Studies in Humanities, 13(2), 1-16.
• Korukluoğlu, P., Çeliköz, M. & Gürol, M. (2022). Investigating the Effectiveness of Web 2.0-Based Critical Thinking Curriculum Developed for Secondary School Students: A Mixed-Methods Study. Journal of Learning and Teaching in Digital Age, 7(2), 175-191.
• Kuhlthau, C.C., Caspari, A.K. & Maniotes, L.K. (2007). Guided inquiry: learning in the 21st century. New York: Libraries Unlimited Inc.
• Külegel, S. & Topsakal, U. Ü. (2020). Çevre Eğitimine Dayalı Fen, Teknoloji, Mühendislik, Matematik Temelli Etkinliklerin Özel Yetenekli Öğrencilerin 21. Yüzyıl Becerilerini Geliştirmesine Yönelik Araştırma. [Yayınlanmamış Yüksek Lisans Tezi] Fen Bilimleri Enstitüsü, Yıldız Teknik Üniversitesi
• Majid, S., Khine, W., Oo, M., & Lwin, Z. (2012). An analysis of YouTube videos for teaching information literacy skills. Advanced Information Technology in Education, Thaung, K. (Ed.), New York, NY: Springer, 143–151.
• Mukhlis, M. Dafik, D. & Hobri, H. (2018). Student Critical thinking in Solving Two
• O’Reilly T. (2007). What is web 2.0: Design patterns and business models for the next generation of software. Communications & Strategies, 65(Jan), 17-37.
• Partnership for 21st Century Skills. (2013). Framework for 21st century learning.
• Pombo, L., Guerra, C., Moreira, A., Smith, M., Hoath, L. & Howard, D. (2011). Evaluation of the quality of Science Education programmes that use Web 2.0 tools – an Anglo-Portuguese Research Project. Revista Educação, Formação & Tecnologias, 28‐36.
• Scaramozzino, J. M. (2008). An undergraduate science information literacy tutorial in a Web 2.0 world. Issues in Science and Technology Librarianship, 55.
• Sedgwick, P. (2013). Convenience sampling. BMJ., 347:f6304.
• Stemler, S. (2000). "An overview of content analysis," Practical Assessment, Research, and Evaluation, 7(17), 1-6. DOI: https://doi.org/10.7275/z6fm-2e34
• Trawiński, B., Smętek, M., Telec, Z. & Lasota, T. (2012). “Nonparametric statistical analysis for multiple comparison of machine learning regression algorithms,” Int. J. Appl. Math. Comput. Sci., 22(4), 867–881.
• Trilling, B. & Fadel, C. (2009). 21st Century Skills: Learning For Life in Our Times: Learning for Life in Our Times. New Jersey: John Wiley & Sons.
• Tucker, S. Y. (2014). Transforming Pedagogies: Integrating 21st century skills and web 2.0 technology. Turkish Online Journal of Distance Education, 15 (1), 166-173.
• Uçak, E. & Şaka, C. (2022). The effect of using web 2.0 tools in the teaching of socio-scientific issues on pre-service science teachers. International Journal of Curriculum and Instruction, 14 (3), 2679-2710.
• Vaughan, N., Nickle, T., Silovs, J. & Zimmer, J. (2011). Moving to their own beat: Exploring how students use web 2.0 technologies to support group work outside of class time. Journal of Interactive Online Learning, 10(3), 113–127.
• Vosoughi, S., Roy, D. & Aral, S. (2018). The spread of true and false news online. Science, 359(6380), 1146–1151.
• Wagner, T. (2008). Rigor redefined. Educational Leadership, 66(2). 20-25.
• Zain, F. M., Sailin, S. N., & Mahmor, N. A. (2022). Promoting higher order thinking skills among pre-service teachers through group-based flipped learning. International Journal of Instruction, 15(3), 519-542. https://doi.org/10.29333/iji.2022.15329a.