Examination of 21st Century Skills of Gifted and Average Students

Özel Yetenekli Olan ve Olmayan Öğrencilerin Bilimsel Okuryazarlık Düzeylerinin Karşılaştırılması

“…In other words, it can be stated that gifted and nongifted students have almost similar levels of scientific literacy understanding. In studies conducted in the literature with gifted and nongifted students, it is observed that the scientific literacy averages of gifted students are significantly higher compared to non-gifted students (Al-Hammadi & Taher, 2013;Kömek et al, 2015;Nacaroğlu, 2020). However, when examining the score averages of study groups representing two different groups in these studies, parallel to this research, it is observed that both groups' scores are in favor of the gifted group, but the difference in averages is not substantial.…”

An Investigation of Prospective Teachers and Teacher Trainers 21st Century Skills Awareness

“…Reviewing the literature, many studies have been identified on the 21st century skills awareness. In some studies that revolve around the secondary school context, it was concluded that the eighth-grade students of secondary school had a high level of 21st century skills in science education, there was a significant difference between the 21st century skill levels of the students and their gender, and this difference was in favour of female students (Karakaş, 2015), students had higher levels of 21st century learning skills and female students had higher scores than male students (Bozkurt & Çakır, 2016), students had high perceptions of 21st century learning skills and learning to learn, problem-solving, cooperation and communication skills, their active learning skills were moderate, female students perceived 21st century learning skills at a higher level than male students, and 7th-grade students perceived 21st century learning skills at a higher level than 6th and 8th-grade students (Önür & Kozikoğlu, 2019), gifted students had higher 21st century skills than students with normal development (Nacaroğlu, 2020).…”

Grafik Tasarımı Bölümü Öğrenme Çıktılarının 21. Yüzyıl Becerileri Temelinde İncelenmesi

“…Araştırma bulgularının, grafik tasarımı öğretim programlarının 21.yüzyıl becerilerini geliştirme konusundaki potansiyelinden en üst düzeyde yararlanma konusunda program geliştirme sürecine rehberlik edici bilgiler sağladığı düşünülmektedir. Alanyazında, 21.yüzyıl becerilerinin ölçülmesinin (Yalçın, 2018;Anagün ve diğerleri., 2016); bu konuda yapılmış olan sınıflandırmaların (Cansoy, 2018), öğretmenlerin algı ve yeterliliklerinin incelendiği (Gürültü ve diğerleri, 2019;Cemaloğlu ve diğerleri, 2019;Erten, 2020;Kozikoğlu ve Özcanlı, 2020); öğretim programlarının değerlendirildiği (Belet Boyacı ve Güner Özer, 2019;Kurudayıoğlu ve Soysal, 2018;Kayhan ve diğerleri, 2019;Tuğluk ve Özkan, 2019); öğrencilerin bu beceriler temelindeki düzey ve algılarının incelendiği (Nacaroğlu, 2020;Alkış, 2020;Öztermiyeci, 2019;Koçak ve Göksu, 2020;Zeybek, 2015;Göktepe Yıldız, 2020) çalışmaların olduğu görülmektedir. Alanyazın incelemelerinde grafik tasarımı bölümü öğretim programlarında yer alan öğrenme çıktılarını 21. yüzyıl becerileri temelinde bütünsel olarak inceleyen bir araştırmaya rastlanmamıştır.…”