Akademik Veri Yönetim Sistemi
Milli Egitim, cilt.53, sa.241, ss.543-570, 2024 (Scopus)
In order that Turkish National Education system could reach modern education level and catch up the consistence with 21st Century skills, philosophy group field skills were given place with the content of Türkiye Holistic Model for K12 Skills Framework. Philosophy and related fields skills were formed based on the purpose of reaching the innovative, progressive, universal qualities bearing the values taking place in the higher policies of MoNE and making the individuals attain the equipment needed by the modern age. It is likely to say that the objectives of the courses of philosophy and related fields are reflected to a great extent in the whole Holistic Model. Giving place for the field skills in the model will allow to provide the desired success at the sensory, emotional and cognitive levels holistically in the courses of philosophy and related fields. Five basic field skills comprising the courses of philosophy, sociology, psychology and logic known as philosophy and related fields were determined. Among these courses, psychology field skills were not written separately since the skills and inclinations bearing educational and teaching objectives for the course of psychology take place in the Holistic Model. For the courses of logic, philosophy and sociology, logical reasoning, philosophical query, philosophical reasoning, determining philosophical thought and critical sociological thinking skills were formed. Under these field skills, integrative skills, processive components and indicators that would make processive components apparent and embody them were given place. In order to introduce this structure, studies based on skill-based teaching were reviewed, field skills were grounded in line with the related literature and the field skills emerged were related to the Holistic Model. It is predicted that the skills formed would be a basis to a great extent for the teaching process for the courses of philosophy and related fields reshape the process. It is thought that the studies that would be carried out in this sense would make a contribution to the realization of the teaching objectives in the field.