21. yüzyıl becerileri kapsamında 3. ve 4. sınıf öğrencilerinin eleştirel düşünme ile dijital okuryazarlık becerileri arasındaki ilişki

Yıl 2024, Cilt: 14 Sayı: 3, 903 - 922, 30.09.2024

Büşra Yılmaz , Emine Özlem Yiğit

https://doi.org/10.48146/odusobiad.1428634

Öz

Bu araştırmanın amacı 21. yüzyıl becerileri kapsamında 3. ve 4. sınıf öğrencilerinin eleştirel düşünme ile dijital okuryazarlık becerileri arasındaki ilişkiyi incelemektir. Çalışmada ilişkisel tarama modeli kullanılmıştır. Araştırmanın verileri 2023-2024 eğitim öğretim yılında Bolu Merkez ilçede bulunan devlet ilkokullarında eğitim gören 399 öğrenciden elde edilmiştir. Araştırmanın verileri Akar ve Uluçınar (2023) tarafından geliştirilen “İlkokul Öğrencileri İçin Eleştirel Düşünme Eğilimleri Ölçeği” ve Şahin vd. (2022) tarafından geliştirilen “İlkokul Öğrencilerine Yönelik Dijital Okuryazarlık Ölçeği” kullanılarak elde edilmiştir. Verilerin analizinde aritmetik ortalama, standart sapma, minumum ve maksimum değerler, t testi, pearson korelasyon testi ve basit regresyon testi kullanılmıştır. Araştırmada 3. ve 4. sınıf öğrencilerinin eleştirel düşünme eğilimlerinin ve şüphecilik, meraklılık, açık fikirlilik, nesnellik boyutlarının da yüksek düzeyde olduğu sonucuna ulaşılmıştır. Araştırmada 3. ve 4. sınıf öğrencilerinin, dijital okuryazarlık becerilerinin ve kullanım amacı, teknik bilgi, gizlilik ve güvenlik bilgisi boyutlarının da orta düzeyde olduğu sonucuna ulaşılmıştır. Öğrencilerin eleştirel düşünme becerisine yönelik eğilimleri sınıf düzeyine göre anlamlı bir farklılık göstermezken, dijital okuryazarlık becerisine ilişkin algıları sınıf düzeyine göre 4. sınıf öğrencileri lehine anlamlı bir farklılık göstermiştir. Eleştirel düşünme ile dijital okuryazarlık becerileri arasında pozitif yönde düşük düzeyde anlamlı bir ilişki tespit edilmiştir. Eleştirel düşünme becerisinin, öğrencilerin dijital okuryazarlık becerisine ilişkin algının pozitif ve anlamlı yordayıcısı olduğu bulunmuştur.

Anahtar Kelimeler

Eleştirel düşünme becerisi, dijital okuryazarlık becerisi, 21. yüzyıl becerileri, eğitim 4.0, ilkokul

The relationship between critical thinking and digital literacy skills of 3rd and 4th grade students within the scope of 21st century skills

Öz

The aim of this research is to examine the relationship between critical thinking and digital literacy skills of 3rd and 4th grade students within the scope of 21st century skills. Relational scanning model was used in the study. The data of the research was obtained from 399 students studying in public primary schools in Bolu Central district in the 2023-2024 academic year. The data of the research were obtained from the "Critical Thinking Tendencies Scale for Primary School Students" developed by Akar and Uluçınar (2023) and Şahin et al. It was obtained using the "Digital Literacy Scale for Primary School Students" developed by (2022). Arithmetic mean, standard deviation, minimum and maximum values, t test, Pearson correlation test and simple regression test were used to analyze the data. The study concluded that 3rd and 4th grade students' critical thinking tendencies and dimensions of skepticism, curiosity, open-mindedness and objectivity were at high levels. In the research, it was concluded that the digital literacy skills of 3rd and 4th grade students and their purpose of use, technical knowledge, privacy and security knowledge were at a medium level. While students' tendencies towards critical thinking skills did not show a significant difference according to grade level, their perceptions of digital literacy skills showed a significant difference in favor of 4th grade students according to grade level. A positive, low-level significant relationship was determined between critical thinking and digital literacy skills. Critical thinking skill was found to be a positive and significant predictor of students' perception of digital literacy skills.

Anahtar Kelimeler

Critical thinking skills, digital literacy skills, 21st century skills, education 4.0, primary school

Kaynakça

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