Abstract:

Media; It is one of the important factors that reach and shape the behavior of individuals, especially visual and written sources. When faced with media, individuals should be able to investigate, analyze, question the accuracy of messages sent from these tools and also structure the information by themselves. Because access to any information is not enough to understand that it is sourced and necessary. It is known that media messages are not as they appear and have different meanings behind them. Media literacy therefore provides a framework for the ability to access, analyze, evaluate and reproduce from written media to video, from video to the Internet and to media on various platforms. There is a need for qualified media literate teachers who guide students in order to gain the skills of the concept of media literacy. It is also important that teachers who are qualified media literate have problem solving skills that reach the real information by searching the information in various sources and asking the right questions. One of the most important tasks of qualified media literate teachers with problem solving skills is to educate the individuals who shape the society and to provide them with 21st century skills by following the developing knowledge and technology. Therefore, the aim of the study is to determine the relationship between secondary school teachers' media literacy levels and problem solving skills and to examine this relationship in terms of various variables. The study is a quantitative research in correlational design. The population of the study consists of 1903 secondary school teachers working in schools located at the center of Niğde which has been totally 51 secondary schools in its center in the 2018-2019 academic year. The sample group of the study consisted of 210 secondary school teachers working at 8 different secondary schools and are determined by simple random sampling method. The data obtained from the study were collected by using the Media Literacy Skills Scale (MLSS) developed by Erişti and Erdem (2017) and the “Problem Solving Inventory (PSI) developed by Heppner and Peterson (1982).

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