The Analysis of Critical Attainments Determined During Pandemic Process in Eighth Grade Curriculum According to 21st Century
Keywords:
8th grade curriculum, 21st century skills, Critical attainments Information, media and technology skills, Learning and innovation skills, Life and career skills
Abstract
The aim of this research is that to analyze the critical objectives determined by the Board of Education in the curriculum of the eighth grade basic courses that is mathematics, Turkish, English, science, Atatürk and Turkish revolution history course and religious culture and moral knowledge course which are conducted online in this pandemic process according to P21, 21 century skills. The study is designed in a documentary screening model. Totally 133 critical objectives were examined and P21 was the criterion to analyze the critical objectives according to 21st century skills. Frequencies were used to analyze the data. The distributions of frequencies for skills that are observed most in each course are similar. They are as English, Mathematics, Turkish, Science, Religious Culture and Moral Knowledge and Atatürk and Turkish Revolution History in order. Taken related critical objectives into consideration, it is seen that each of them is related to life skills, however the distribution of them is not the same in terms of subject areas/skills. In general, and in terms of course level mostly learning, and innovation skills are more related to critical objectives. For only Turkish course information, media and technology skills are more observed although it is very close to learning and innovation skills. Besides life and career skills both in general and in terms of course level are not taken place frequently. Moreover, these skills are not observed in Mathematics, Religious Culture and Moral Knowledge and Atatürk and Turkish Revolution History courses. Taken course and subject areas/skills into consideration mostly critical thinking and problem solving and information literacy skills are observed more. This study is based on the critical objectives of the related courses published by MEB limited at the eighth grade and the 21st century skills within the scope of P21. It can be repeated by considering different life skills and different grades. In addition, a similar study can be carried out in other elements of the curriculum. For example, activities that take place in the teaching-learning process can also be discussed.Downloads
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References
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Zhao, Y. (2009). Catching up or leading the way: American education in the age of globalization. Virginia: ASCD.
Bal, M. (2018). Investigation on the 21st century skills of Turkish language course. Turkish Studies. 13(4), 49-64.
Başaran, M., Doğan, E., Karaoğlu, E., & Şahin, E. (2020). Koronavirüs (COVID-19) pandemi sürecinin getirisi olan uzaktan eğitimin etkililiği üzerine bir çalışma. Academia Eğitim Araştırmaları Dergisi, 5(2), 368-397.
Belet Boyacı, Ş. D., & Güner Özer, M. (2019). The future of learning: Turkish language course curricula from the perspective of 21st century skills. Anadolu Journal of Educational Sciences International, 9(2), 708-738.
Bialik, M., Fadel, C., Trilling, B., Nilsson, P., & Groff, J. (2015). Skills for the 21st Century: What should students learn. Boston: Centre for Curriculum Redesign.
Bozkurt, A. (2020). Koronavirüs (Covid-19) pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması. AUAd, 6(3), 112-142.
Can, E. (2020). Coronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları. AUAd, 6(2), 11-53.
Cansoy, R. (2018). 21st century skills according to international frameworks and building them in the education system. Journal of Human and Social Science Researches, 7(4), 3112-3134.
Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80-92.
Gelen, İ. (2017). P21- 21st Century skill frameworks in curriculum and instruction (USA practices). Journal of Interdisciplinary Educational Research, 1(2), 15-29.
Karasar, N. (2014). Bilimsel araştırma yöntemi. Kavramlar, ilkeler, teknikler. Ankara: Nobel Yayın Dağıtım.
Kayhan, E., Altun, S., & Gürol, M. (2019). Evaluation of eighth grade Turkish curriculum (2018) in terms of 21st century skills. Journal of Educational Sciences, 10(2), 20-35.
Kırgız, G. (2019). Türkçe dersiyle 21. yüzyıl becerilerinin ilişkilendirilmesi (Unpublished Master’s thesis). Çanakkale University, Çanakkale, Türkiye.
Ledward, B. C., & Hirata, D. (2011). An overview of 21st century skills. Summary of 21st century skills for students and teachers. Honolulu: Pacific Policy Research Center, Kamehameha Schools-Research & Evaluation.
Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. Educause Learning Initiative, 23(1), 240-241.
Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook qualitative data analysis. London: Sage Publications.
Ministry of National Education (2020). The examples of curriculum and activity for the critical subject and attainments of the second semester of the 2019 - 2020 academic year. Retrieved from http://mufredat.meb.gov.tr/201920ikincidonem.html framework on September 10, 2018.
Pacific Policy Research Center. (2010). 21st century skills for students and teachers. Honolulu: Kamehameha Schools, Research & Evaluation Division.
Paige, J. (2009). The 21st century skills movement. Educational Leadership, 9(67), 11-11.
Partnership for 21st Century Skills. (2009). Framework for 21st century learning. Retrieved from http://www.p21.org/documents/ProfDev.pdf framework on September 15, 2018.
Partnership for 21st Century Learning (2016, January). 21st century student outcomes and support systems. Retrieved from http://www.p21.org/our-work/p21- framework on September 15, 2018.
Sarı, T., & Nayır, F. (2020). Pandemi dönemi eğitim: Sorunlar ve fırsatlar. Turkish Studies, 15(4), 959-975.
Tekerek, B., Karakaya F., & Tekerek M. (2018, September). An investigation on undergraduate programs of teacher training regarding 21th century skills: example of elementary mathematics and science. Paper presented at Education 4.0 Conference. Ankara University, Faculty of Educational Sciences, Ankara, Turkey. Abstract retrieved from https://www.researchgate.net/publication/330994748_Education_40_Studies_An_investigation_on_undergraduate_programs_of_teacher_training_regarding_21_th_century_skills_Example_of_elementary_mathematics_and_science
Tümkan, F., & Tümkan, Ş. (2020). Pandemi döneminde eğitime verilen zorunlu aranın ilkokullardaki eğitim açısından yarattığı değişimin etkilerinin değerlendirilmesi. Turkish Studies, 15(4), 1163-1184.
Yıldırım, A., & Şimşek, H. (2003). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınları.
Yılmaz, E., Mutlu, H., Güner, B., Doğanay, G., & Yılmaz, D. (2020). Veli algısına göre pandemi dönemi uzaktan eğitim sürecinin niteliği. Konya: Palet Yayınları.
Zhao, Y. (2009). Catching up or leading the way: American education in the age of globalization. Virginia: ASCD.
Published
2020-12-10
Section
Articles
How to Cite
Uysal, F., & Özkan Elgün, İmgehan. (2020). The Analysis of Critical Attainments Determined During Pandemic Process in Eighth Grade Curriculum According to 21st Century. International Journal of Curriculum and Instructional Studies (IJOCIS), 10(2), 339-358. https://doi.org/https://doi.org/10.31704/ijocis.2020.012
