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Bu araştırmanın amacı, hayat bilgisi dersi (1-3) öğretim programı kazanımlarını 21. yy becerileri açısından incelemektir. Araştırmada incelenen doküman, ilkokul hayat bilgisi dersi öğretim programıdır. Araştırma, nitel araştırma yöntemlerinden doküman incelemesi kullanılarak yapılmış ve elde edilen veriler betimsel analiz yöntemi ile çözümlenmiştir. Verilerinin analizinde hata olasılığını azaltmak için uzman görüşüne başvurulmuştur. Araştırma sonucunda 1.sınıf hayat bilgisi dersi (1-3) öğretim programında 21. yüzyıl becerilerinden eleştirel düşünme, problem çözme, iletişim ve işbirliği, bilgi okuryazarlığı, girişimcilik ve öz-yönetim, sosyal ve kültürlerarası, liderlik ve sorumluluk becerilerine öncelikli olarak yer verildiği, 2.sınıf hayat bilgisi dersi öğretim programında 21. yüzyıl becerilerinden yaratıcı düşünme, eleştirel düşünme, problem çözme, iletişim ve işbirliği, bilgi okuryazarlığı, esneklik ve uyum, girişimcilik ve özyönetim, sosyal ve kültürlerarası, üretkenlik ve sorumluluk, liderlik ve sorumluluk becerilerine yer verildiği, 3.sınıf hayat bilgisi dersi öğretim programında yaratıcı düşünme, eleştirel düşünme, problem çözme, iletişim ve işbirliği, bilgi okuryazarlığı, girişimcilik ve özyönetim, sosyal ve kültürlerarası, liderlik ve sorumluluk becerilerine öncelikli olarak yer verildiği görülmüştür. Ancak, hayat bilgisi dersi (1-3) öğretim programında yaratıcı düşünme, medya okuryazarlığı, bilgi ve iletişim teknolojileri okuryazarlığı, esneklik ve uyum, üretkenlik ve sorumluluk becerilerine yönelik herhangi bir kazanıma yer verilmediği görülmüştür. Dolayısı ile öğretim programında yer alan kazanımların bu beceri gruplarına dengeli dağılmadığı belirlenmiştir. Araştırmanın bulguları doğrultusunda 21.yy becerilerinin öğretim programlarındaki kazanımlara dengeli bir biçimde dağıtılmasına ve daha fazla yer verilmesine yönelik öneriler getirilmiştir.
The purpose of this research is to study the achievements of the life knowledge course (1-3) curriculum in terms of the skills of the 21st century. The document studied in the research is a primary school life knowledge course. The research was done using the document review of the quality research methods and the data obtained was analyzed by the visual analysis method. Specialist opinion was requested to reduce the probability of errors in their data analysis. The research results in the 1st class life knowledge course (1-3) in the 21st century skills of critical thinking, problem-solving, communication and cooperation, information literature, entrepreneurship and self-management, social and intercultural, leadership and responsibility skills, the 2nd class life knowledge course in the 21st century teaching program. The century’s skills include creative thinking, critical thinking, problem solving, communication and cooperation, information literature, flexibility and consistency, entrepreneurship and self-government, social and intercultural, productivity and responsibility, leadership and responsibility skills, the 3rd-class life knowledge course has been shown to be primarily included in the creative thinking, critical thinking, problem solving, communication and cooperation, information literature, entrepreneurship and self-government, social and intercultural, leadership and responsibility skills. However, the life knowledge course (1-3) has found that the curriculum does not include any achievements in creative thinking, media literature, information and communication technologies literature, flexibility and compatibility, productivity and responsibility skills. Therefore, it is determined that the achievements included in the curriculum are not balanced in these skill groups. According to the findings of the study, the 21st century skills were proposed to be balancedly distributed to the achievements in the curricula and to be more placed.
The aim of this study is to examine the objectives of life sciences course (1-3) curriculum in terms of 21st century skills. The document examined in the research is the curriculum of life sciences course of primary school. The research has been carried out with document analysis, one of the qualitative research methods and the obtained data was analyzed by descriptive analysis method. To reduce the possibility of error in the analysis of the data, expert opinion has been applied. As a result of the research, it has been seen that 21st century skills of critical thinking, problem solving, communication and cooperation, information literacy, entrepreneurship and self-management, social and intercultural, leadership and responsibility skills were primarily included in the first grade life sciences course curriculum. It has been seen that 21st century skills of creative thinking, critical thinking, problem solving, communication and cooperation, information literacy, flexibility and adaptability, entrepreneurship and self-management, social and intercultural, productivity and responsibility, leadership and responsibility skills were included in the second grade life sciences course curriculum. It has been seen that 21st century skills of creative thinking, critical thinking, problem solving, communication and cooperation, information literacy, entrepreneurship and self-management, social and intercultural, leadership and responsibility skills were included in the third grade life sciences course curriculum. However, it has been seen that the life sciences course (1-3) curriculum does not include any objectives containing creative thinking, media literacy, information and communication technologies literacy, flexibility and adaptability, productivity and responsibility skills. Therefore, it has been stated that the objectives in the curriculum were not equally distributed among these skill groups. According to the findings of the research, it has been suggested that 21st century skills to the objectives in the curriculum should be distributed balancedly and included more.
Alan : Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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