The study of the relationship between 21st-century learner skills, individual innovativeness and epistemological beliefs of teacher candidates by structural equation modelling

Abstract

The aim of the study reported on here was to build a structural model of the relationship between 21st-century learner skills, individual innovativeness and epistemological beliefs. Data of the study were collected with three different scales, namely, the 21st-Century Learner Skills Scale, the Epistemological Beliefs Scale, and the Individual Innovativeness Scale. The population of the study constituted 627 teacher candidates studying at Mersin University during the summer term of 2016 to 2017. After the data collection process, Structural Equation Modelling was applied through the LISREL program to determine what kind of model was established among the scales. According to the results, an increase of 1 unit in the Individual Innovativeness Scales leads to an increase of 0.51 units in the 21st-Century Learner Skills Scale, while an increase of 1 unit in the Epistemological Beliefs Scale results in an increase of 0.34 units in the 21st-Century Learner Skills Scale.

Formation and development of mathematical literacy in the context of evaluative – Study tasks of PISA

“…In particular, Problem-based learning focused on increasing motivation was considered by Tang et al (2020). An analysis of the results of PISA studies revealed that in many schools and secondary vocational educational institutions in some countries of the world, the issues of developing 21st-century skills in schoolchildren, improving the skills of teachers to identify manifestations of 21st-century skills of the students in the process of solving learning problems, has not been explored yet (Semilarski et al, 2021;Karatepe & Akay, 2020;Haug & Mork, 2021). The issues of the formation of the skills of the 21st century among schoolchildren of the middle and senior level also still need to be explored.…”