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Bu çalışmada 21. yüzyıl öğrenenlerinin sahip olduğu beceri düzeyleri ile bu beceriler arasındaki ilişki düzeyinin belirlenmesi amaçlanmıştır. Nicel araştırma yöntemlerinden deneysel olmayan desenlerden ilişkisel araştırma deseniyle yürütülen bu çalışmanın örneklemi kolay ulaşılabilir örnekleme yöntemiyle belirlenmiştir. Çalışmanın katılımcılarını Atatürk Üniversitesi’nde öğrenim gören toplam 183 öğrenci oluşturmuştur. Computational Thinking Scale, Dijital Okuryazarlık Ölçeği ve Etkili İletişim Ölçeği kullanılarak toplanan verilerin analizinde, ilişkisel ve betimsel analiz teknikleri kullanılmıştır. Betimsel bulgular incelendiğinde öğrencilerin genel olarak becerilerin çoğuna sahip oldukları ancak algoritmik düşünme becerisiyle ilgili kararsızlık yaşadıkları anlaşılmıştır. Yapılan korelasyon analizi neticesinde eleştirel düşünme, problem çözme, yaratıcılık, empati ve etkin dinlemenin tüm değişkenlerle anlamlı düzeyde ilişkili olduğu tespit edilmiştir. Dijital okuryazarlık becerisinin ise ben dili kullanma hariç araştırma kapsamında incelenen tüm değişkenlerle anlamlı düzeyde ilişkili olduğu ortaya çıkmıştır. Egoyu geliştirici dil, etkin dinleme, kendini tanıma/açma ve ben dili kullanma becerileri ile algoritmik düşünme arasındaki ilişkinin anlamlı düzeyde olmadığı belirlenmiştir. Aralarındaki ilişki katsayısı en büyük olan değişkenler ise yaratıcılık ile eleştirel düşünme olduğu görülmüştür.
In this study, it is aimed at determining the relationship between the skill levels of 21st century learners and these skills. The sample of this study, which is carried out with relative research design, one of the quantitative research methods and non-experimental design, was determined by the easily accessible sampling method. The participants of the study consisted of 183 students in total studying at Atatürk University. Relational and descriptive analysis techniques were used to analyze the data that was collected by using Computational Thinking Scale, Digital Literacy Scale and Effective Communication Scale. When the descriptive findings were examined, it was understood that the students generally had most of the skills but experienced ambivalence about the algorithmic thinking skills. As a result of the correlation analysis, it was found that critical thinking, problem solving, creativity, empathy and active-participative listening were significantly related to all variables. On the other hand, digital literacy skills were found to be significantly correlated with all variables examined in the scope of the study, except I-Language. It was determined that the relationship between ego-supportive language, active-participative listening, self-recognition/self-disclosure, and I-language skills and algorithmic thinking was not significant. The variables with the highest correlation coefficient were found to be creativity and critical thinking.
In this study, it is aimed to determine the relationship between the skill levels of 21st century learners and these skills. The sample of this study, which is carried out with relational research design, one of the quantitative research methods and non-experimental design, was determined by the easily accessible sampling method. The participants of the study consisted of 183 students in total studying at Atatürk University. Relational and descriptive analysis techniques were used to analyze the data which was collected by using Computational Thinking Scale, Digital Literacy Scale and Effective Communication Scale. When the descriptive findings were examined, it was understood that the students generally had most of the skills but experienced ambivalence about the algorithmic thinking skills. As a result of the correlation analysis, it was found that critical thinking, problem solving, creativity, empathy and active-participative listening were significantly related to all variables. On the other hand, digital literacy skills were found to be significantly correlated with all variables examined in the scope of the study, except I-Language. It was determined that the relationship between ego supportive language, active-participative listening, Self-recognition/Self-disclosure, and I-Language skills and algorithmic thinking was not significant. The variables with the highest correlation coefficient were found to be creativity and critical thinking.
Field : Eğitim Bilimleri
Journal Type : Ulusal
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