Author
ARICAN, Sümeyra, HAPPY, Şefika
Publication Place
Ankara University -
Ankara University
Subject
Religious education
Type
Book
Language
ara,eng,tur
Digital
Yes
Manuscript
No
Library
Leitir Library
Library Asset ID
ISSN: 1301-0522, DOI: 10.33227/auifd.1347688
Record ID
cdi_doaj_primary_oai_doaj_org_article_650ac92609ad4313bb6f35fb839f4924
Library Location
DOAJ Directory of Open Access Journals (WRLC)
Notes
Each new century has its own unique characteristics and understanding of education. In the 21st century, which refers to the period after 2000, the concept of 21st century skills emerged. It is emphasized that individuals living in this age must adapt to the skills required by the information age and constantly improve themselves. Türkiye has also tried to develop education policies for this age. Thus, changes regarding the skills required by the age have begun to be implemented in formal education institutions. Schools, which are formal education institutions, are places where learning takes place through various communication and interactions. In schools, students are developed socially, emotionally and cognitively. School climate refers to all the characteristics of schools. This climate shapes students' learning environment and affects student success. This study aims to examine the 21st century learner skills of students studying at Anatolian Imam Hatip High School and their views on school climate, and the relationship between these levels. The research was conducted with the relational scanning model, one of the quantitative research methods. 1,748 participating students from Anatolian imam hatip high schools across Türkiye formed the sample by simple random method. Personal information form, "21st Century Learner Skills Scale" developed by Orhan-Göksun and "Delaware School Climate Scale" adapted by Durnalı and Filiz were used as data collection tools. Data was collected via Google Form. The data of the research were analyzed in the SPSS 23 package program. In the analysis of the data, along with descriptive analyses, unrelated (independent) samples t test and single-factor analysis of variance (ANOVA test) were performed, which are inferential analyses. Scheffe test was used for multiple comparisons. As a result of the research, it was concluded that the type of school, the technological-cultural facilities of the school and the socio-economic level of the family significantly affected students' views on 21st century learner skills and school climate. There is a positive relationship, albeit at a low level, between Anatolian Imam Hatip High School students' 21st century skills and their views on school climate. Accordingly, as the level of students' views on the school climate increases, the level of their views on 21st century learner skills increases. Each new century has its own characteristics and understanding of education. In the 21st century, which refers to the period after 2000, the concept of 21st-century skills has emerged. It is emphasized that individuals living in this age should adapt to the skills required by the information age and continuously improve themselves. Turkey has also tried to develop education policies for this age. Thus, changes towards the skills required by this age have started to be implemented in formal education institutions. Schools, which are formal education institutions, are places where learning is realized through various communication and interactions. In schools, students are developed socially, emotionally and cognitively. School climate refers to all the features that schools have. This climate shapes the learning environment of students and affects student achievement. This study examines the levels of 21st-century learner skills of students studying in Anatolian Imam Hatip high schools and their views on school climate and the relationship between these levels. The research was conducted with the relational survey model, one of the quantitative research methods. The sample consisted of 1,748 participating students in Anatolian Imam Hatip high schools across Turkey by simple random method. Personal information form and the "21st-Century Learner Skills Scale" developed by Orhan-Göksun and the "Delaware School Climate Survey" adapted by Durnalı and Filiz were used as data collection tools. Data were collected through Google Forms. The data of the study were analyzed in SPSS 23 software. In the analysis of the data, descriptive analyses, unrelated (independent) samples t-test and one-factor analysis of variance (ANOVA test) were performed. Scheffe test was used for multiple comparisons. As a result of the research, it was concluded that school type, technological-cultural facilities of the school and socioeconomic level of the family significantly affected students' views on 21st-century learner skills and school climate. There is a positive relationship between the 21st-century skills of Anatolian Imam Hatip high school students and their views on school climate, albeit at a low level. Accordingly, as the level of students' views on school climate increases, the level of their views on 21st-century learner skills increases.
Detaylı Başlık
Anadolu İmam Hatip Lisesi Öğrencilerinin 21. Yüzyıl Öğrenme Becerileri ile Okul İklimi Düzeyleri
