Research Information System
Thesis Type: Postgraduate
Institution Of The Thesis: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2020
Thesis Language: Turkish
Student: MERYEM BARASI
Supervisor: GÜRCÜ ERDAMAR
Abstract:The aim of this research is to examine the 2018 secondary school Turkish curriculum in terms of 21st century skills. In accordance with this purpose; The situation of 21st century skills in the 2018 Turkish class curriculum of secondary schools and the opinions of Turkish class teachers about 21st century skills in the program were examined. The model of the research is descriptive and the method is mixed. As a qualitative research method, document analysis method was used for examining the curriculum in terms of 21st century skills, and the sample document in this study is the Turkish class curriculum. In the quantitative dimension of the research, teachers' opinions regarding the Turkish class curriculum were taken. There are two universes in the research. The first universe of the research is the 5th, 6th, 7th and 8th grade Turkish course curriculum. The second universe of the research is the Turkish teachers working in Ankara. The sample included 273 Turkish teachers working in Altındağ, Gölbaşı, Yenimahalle and Çankaya districts. In the study, document analysis was ix used as a qualitative data collection tool in order to examine the Turkish course curriculum. For this purpose, the entire 2018 secondary school Turkish class curriculum was examined. In the document analysis, benchmark skills are created according to the “Partnership for 21 Century Skills” (P21) classification. To analyze the program, a token table prepared by the researcher was used. The data for the sub-problems of the research for determining teachers' views were collected with the "Evaluation of the 2018 Turkish Lesson Curriculum-Teacher Opinion Survey" prepared by the researcher.Descriptive analysis was used for the analysis of qualitative data for document analysis of the research.In order to examine the 21st century skills in the program, categories and codes were created and the reliability coefficient was calculated. Descriptive statistics were calculated for the items in the questionnaire in the analysis of the data of the quantitative dimension of the study.In order to describe the data of the open-ended items of the questionnaire, content analysis was used and thematic coding was made.According to the document analysis, the skills mostly included in the Turkish course curriculum; communication, critical thinking and decision making in general purposes (specific purpose, competence, achievement); problem solving, communication and collaboration in content; critical thinking, productivity, media literacy, learning to learn in teaching and learning processes; creativity, , media literacy, learning to learn and self-direction skills in measurement and evaluation items. The least frequently mentioned skills are innovativeness, collaboration, media literacy in general purpose; critical thinking, decision making, media literacy in content; accountability, leadership, innovation, flexibility and adaptability in learning-teaching processes; communication, cooperation, information literacy, leadership and taking responsibility skills in assessment and evaluation. According to the teachers' views, the skills that are mostly included in the dimensions of the program are communication and cooperation, social and cultural interaction skills; The least included are accountability, learning to learn, and self-direction skills. According to the teachers, communication, cooperation, social and intercultural interaction skills are the most common achievements. The skills with the lowest realization level are creativity, accountability, x learning to learn, and self-direction skills. The skills in the content that teachers mostly include in their lessons are communication, collaboration, information and communication technologies literacy; communication, collaboration, social and intercultural interaction in learning-teaching processes; communication, cooperation, problem solving skills in measurement and evaluation processes. According to the teachers, the skills in the content they rarely included in their lessons were; learning to learn, self-direction, accountability; self-direction, accountability, flexibility and adaptation skills in learning-teaching processes; media literacy, accountability, flexibility and adaption skills in measurement and evaluation processes. Drama, creative writing, group work and presentation are the most frequently used activities in the lessons of teachers to improve 21st century skills. According to the opinions of the teachers, the problems encountered during the application of 21st century skills are: the gains are general, repetitive and outdated; the texts are of low interest, their content and length are not suitable for age groups; students' lack of critical thinking, problem solving, learning to learn and creativity skills and dislike sharing their writings, lack of physical infrastructure, materials and time, and low interest in activities; exam system is not intended to measure skills. Teachers' suggestions for the development of 21st century skills include “putting more reading and thinking skills in the program”, “reducing the number of attainment and increasing applicability”, “utilizing interesting texts and activities”, “creating educational environment out of school”, and “using appropriate measuring and evaluation techniques for 21st century skills”.