The Mediating Role of Reflective Thinking between Preschool Teachers Personality Traits and 21st-Century Skills

The concept of the human circulatory system needs to be structured correctly by students in their minds. For this purpose, biology education should be managed by using different teaching and techniques. Thanks to these different methods and techniques, each student can process information in their minds, perceive them correctly, and increase their permanence. This study has been conducted on the inquiry-based learning method, which has been increasingly used in biology education today. In the study, the effect of the activities prepared on the circulatory system according to the inquiry-based learning method on the 21st-century skills and reflective thinking levels of 11th-grade students in terms of gender was examined. In the research, various scales were used to determine the 21st-century skills and reflective thinking levels of the students. These scales; ‘21. Century Skill Scale "is the" Attitude towards Stem Scale "is the 21st-century sub-dimension scale and" Reflective Thinking Level Determination "Scale. These scales were applied to both female students and male students as pre-test and post-test. It was conducted with 11th-grade female and male students in Tulay Basaran Anatolian High School in Samsun province's Ilkadim district in the spring of 2016-2017. A total of 45 students, 24 from the female student group and 21 from the male student group, were included in the study. The data obtained after the application were analyzed using the SPSS.21 statistical program. According to the findings obtained as a result of the analysis, there is no significant difference between the students in terms of gender in the data obtained after the first application. However, in the data obtained after the second application, a significant difference was found for all three scales in the male student group compared to the female students.

Exploring how feedback through questioning may influence reflective thinking skills based on association rules mining technique

In the developing and changing world, new technologies, a virtual reality world, and new forms of communication are produced every day. All these developments create the need to develop new skills, not only to exist in the digital world but also to exist in social life and social systems. Early childhood is a sensitive period for skill development in human life. Therefore preschool teachers are one of the most important contributors in raising generations that can adapt to the changing and developing world. This research aimed to examine the 21st-century skills of preschool teachers. The research was planned with a mixed method and data were collected from 216 preschool teachers in the quantitative dimension and 20 preschool teachers in the qualitative dimension. Data were collected with a teacher demographic information form, a 21st-century learner skills scale, and semi-structured interview questions. As the quantitative results of the research, it was seen that preschool teachers have 21st-century skills such as cognitive skills, cooperation and flexibility skills, autonomous skills, and innovative skills. When the qualitative findings of the study were examined, it was seen that the "creativity" skill was frequently emphasized in 3 themes in the learning-teaching process. These themes are; preschool teachers' views on 21st-century skills they have, their views on 21st-century skills that preschool teachers should have, and their views on 21st-century skills they have. It is seen that the qualitative and quantitative results of the research support each other and it can be said that preschool teachers are good at 21st-century skills..

Given the contemporary global issues and recent advances in technology, 21st-century skills are deemed necessary to successfully adapt to the challenges inherent in today’s world. Reflective thinking is one of the crucial skills for fostering critical thinking, lifelong learning, and employability skills among students. In light of the scarcity of research on reflection in Moroccan higher education, the current study investigates the extent to which Moroccan university students are interested in engaging in reflective thinking and the role of age, gender, and academic level in their interest in reflective thinking. The data are collected from 107 Moroccan English department students. The results indicate the absence of gender-based differences in interest in reflective thinking among the students. Nevertheless, age and academic level significantly differentiate Moroccan university students in terms of their interest in reflective thinking. Building on this, the current study suggests some pedagogical implications for integrating reflective practice in university courses and programs, and highlights several issues that can serve as avenues for future research.

Metacognition is one of the most important dimensions of education in building knowledge, skills and character of students. The metacognitive skills are indispensable in developing the 21st century skills that must be mastered by students. This paper provides a review of literature that emphasizes on the 21st century skills that can be developed through the metacognition in learning. The finding reported the 21st century skills that can be developed in learning using the metacognitive skills included the ability in problem solving, critical thinking, reflective thinking and accessing information. As such, it can be concluded that the metacognitive skills of students can be one of the key factors in students’ successful in mastering the 21st century skills.

Researchers are increasingly exploring educational games in immersive virtual reality (IVR) environments to facilitate students’ learning experiences. Mainly, the effect of IVR on learning outcomes has been the focus. However, far too little attention has been paid to the influence of game elements and IVR features on learners’ perceived cognition. This study examined the relationship between game elements (challenge, goal clarity, and feedback) as pedagogical approach, features of IVR technology (immersion and interaction), and learners’ perceived cognition (reflective thinking and comprehension). An experiment was conducted with 49 undergraduate students who played an IVR game-based application (iThinkSmart) containing mini games developed to facilitate learners’ computational thinking competency. The study employed partial least squares structural equation modelling to investigate the effect of educational game elements and learning contents on learner’s cognition. Findings show that goal clarity is the main predictor of learners’ reflective thinking and comprehension in an educational game-based IVR application. It was also confirmed that immersion and interaction experience impact learner’s comprehension. Notably, adequate learning content in terms of the organisation and relevance of the content contained in an IVR game-based application significantly moderate learners’ reflective thinking and comprehension. The findings of this study have implications for educators and developers of IVR game-based intervention to facilitate learning in the higher education context. In particular, the implication of this study touches on the aspect of learners’ cognitive factors that aim to produce 21st-century problem-solving skills through critical thinking.

Reflective thinking skills are vital for 21st-century life skills. This study examines the effectiveness of the Problem-Oriented Project-Based Learning (POPBL) model combined with the PEKERTI Worksheet in improving the reflective thinking skills of eighth-grade students at Junior High School 2 Alla, Enrekang, South Sulawesi. POPBL emphasizes real-world problem-solving, while the PEKERTI Worksheet—focusing on questions (PErtanyaan), essential concepts (Konsep Esensial), action plans (Rencana Tindakan), and initiatives (Inisatif)—enhances the learning process. Using a quasi-experimental design with a non-equivalent control group, the study involved 75 students divided into three groups. Data were collected via observations, questionnaires, and tests, and analyzed using ANCOVA. Results showed significantly higher reflective thinking skills in the POPBL group using the PEKERTI Worksheet compared to the POPBL-only and conventional learning groups (p = 0.000). These findings suggest that integrating POPBL with the PEKERTI Worksheet effectively supports the education curriculum in Indonesia and develops essential life skills in junior high school students.

The reconstruction of thermodynamic learning aims to develop and innovate the student-centred learning. Another aim was to provide the students’ 21st century skills such as problem-solving and reflective thinking skills through collaborative problem solving. Enhancement of students’ ability to solve problems, effectively carried out in groups in which they are encouraged to exchange arguments, combine knowledge and skills in finding solutions. The reconstruction of thermodynamic learning was developed with the help of interactive simulations in abstract concepts, cycles and graph, and derivatives games with the objective of assisting in the understanding of thermodynamic. Method used in this research was design and development research (DDR). There were two stages that had been done in this research: (1) the design and development model which was the design of CPS based thermodynamic learning model, and (2) the development of learning tools including: syllabus, semester learning plan, learning activity, and learning experience. The results showed that the difficulty in understanding abstract concepts could be overcome by the use of interactive simulations and derivative games. Therefore through the CPS model can be students are trained in cooperating, collaborating, arguing for solutions by utilizing technology and information to address world challenges in the 21st century.

The aim of the study is to examine the relationship between preschool teachers' reflective thinking tendencies and children's creativity. The study is in general screening model and was conducted with preschool teachers, and normally developing children attending kindergarten, primary school and secondary school in Konya city center in the 2020-2021 academic year. Points of continuous and purposeful thinking, open-mindedness, inquisitive and effective teaching, teaching responsibility and scientificity, being inquisitory, prescient and sincere, profession overview, which are the sub-dimensions of the reflective thinking tendency of teachers scale, were found to differ significantly. Points of continuous and purposeful thinking, open-mindedness, inquisitive and effective teaching, teaching responsibility and scientificity, being inquisitory, prescient and sincere, profession overview, which are the sub-dimensions of the reflective thinking tendency of teachers scale, were found to differ significantly according to professional seniority. When the relationship between pre-school teachers' reflective thinking tendencies and children's creativity was examined in the study, a negative and significant relationship was found between open-mindedness, inquisitive and effective teaching, teaching responsibility and scientificity, being prescient and sincere, profession overview, which are the sub-dimensions of the reflective thinking tendency, and fluency and originality, which are the sub-dimensions of creativity.

The aim of this qualitative study is to investigate experiences of master’s students regarding children’s development of 21st century skills during preschool period in Türkiye. This is a phenomenological study. Purposeful sampling technique was applied in the forms of convenience sampling and criterion sampling. The data for this study was collected from four preschool teachers who were also master’s students attending the Department of Preschool Education at a university in ?zmir, Türkiye during spring 2021-2022. The data were collected through a Demographic Information Form and an Interview Form. Face-to-face interviews were conducted with the participants using a semi-structured interview form, and the data were analysed through content analysis technique. Based on the participants’ experiences regarding the development of 21st century skills of preschool children, all participants’ stated creative thinking techniques as a 21st century skill, and all stated technology based activities as a way of developing children’s 21st century skills. All of them also expressed digital literacy skills of teachers as a teacher quality which develops students’ 21st century skills and expressed family control over children’s usage of technology as a responsibility of families. They all acknowledged that schools' technological infrastructure and conditions are often inadequate for teaching children 21st century skills, and suggested the preparation of an activity guide which teaches 21st century skills to children as a solution. The findings indicate that the participants have some knowledge regarding the development of 21st century skills in children and have designed activities based on this knowledge to help children acquire these skills during their preschool period. However, they faced certain difficulties while designing and implementing these activities. They also all emphasized their experiences regarding children’s acquisition of technological skills. This study aims to reveal the professional experiences of preschool teachers regarding the development of children's 21st century skills, explain the present situation and activities that teachers design, display difficulties encountered during teaching, and explain the needs of preschool teachers.   Key words: preschool period, 21st century skills, master’s students attending preschool education program, experiences.

The reflective thinking ability is the students’ ability to actively think through rules cautiously to answer questions. The reflective thinking ability is also one of the higher order thinking skills (HOTS) demanded of learners. Through applying the newest national curriculum, the Indonesian government wants students to master the 21st century skills. The types of skills are communication, collaboration, critical thinking and problem solving, and creativity and innovation. This study aims to reveal the students’ reflective thinking characteristics with the qualitative method and the descriptive design. Data collection used instruments of test and interview. Subjects in this study were three students of class XI at Senior High School. The research subjects, based on the mathematical ability, were divided into three categories, that are high, medium and low. While the reflective thinking ability is divided into four stages: habitual action, understanding, reflection and critical reflection. The results showed that the student with the high level is at the stage of reflection, the student with the medium level is at the stage of understanding, and the student with the low level is at the stage of habitual action. It can be concluded that students’ reflective thinking ability is not yet developed optimally.

Reflective thinking requires the continual evaluation of beliefs, assumptions, and hypotheses of the data. The resulting judgments are offered as reasonable integrations or syntheses of opposing points of view. Because they involve ongoing verification and evaluation, judgments based on reflective thinking are more likely to be valid and insightful than are beliefs derived from authority, emotional commitment, or narrow reasoning. (On John Dewey’s (1933) reflective thinking model, King and Kitchener, 1994, p. 7). In order to design effective lessons, arts educators must develop reflective thinking skills with which they carefully consider their students’ cultural contexts, fears, skills, interests, and contributions to the classroom dynamic. A primary pedagogical goal for mentor teachers and teacher educators is to lead and model the dance of reflection: on values that guide their teaching, shared roles as teacher and learner, presentational style, methodology, sequence, artistic authenticity, students’ backgrounds and abilities, and classroom dynamics. In this chapter, I explore ways in which arts educators, both novice and experienced, can further develop their reflective thinking and teaching skills. Specifically, I present four tools—river journeys, metaphor sculptures, portfolio goals, and videotaped teaching reflections—that have guided my music education students in their quest to develop reflective thinking and teaching skills. The chapter begins with a discussion of environmental conditions and habits of mind or personal traits necessary to engage with reflective thinking tools (in reflective thinking). While the examples I use to illustrate the reflective thinking tools come from a music education perspective, I make suggestions later in the chapter for applying each tool to other arts education domains. Developing and refining reflective thinking skills empower arts educators to monitor and assess their own teaching.

The objective of this research is to determine the predictive situation of the proficiency perceptions of preschool teacher candidates' attitudes regarding STEM Education and Problem-Based Learning (PBL) towards 21st century skills. Within the scope of this objective, correlational survey design, one of the quantitative research methods, was used. The sample of the research consisted of a total of 284 teacher candidates studying in the Department of Preschool Education. In order to measure the 21st century skills of the teacher candidates according to their own perspective, the ‘21st Century Skills and Competences Scale’ was used. To measure the attitudes of the teacher candidates towards STEM education, the 'STEM Education Attitude Scale'was used. In addition, the 'Problem-Based Learning Attitude Scale' was employed to identify the candidates' attitudes towards problem-based learning. Standard multiple linear regression analysis was performed while analyzing the data. As a result of the research, it was observed that the attitudes of the preschool teacher candidates regarding STEM education and PBL had a moderate and meaningful relationship with their proficiency perceptions towards 21st century skills. Additionally, it was found out that the candidates' attitudes towards STEM education and PBL explained 20% of their proficiency perceptions towards 21st century skills. In the light of the results obtained from the research, in order for preschool teacher candidates and teachers to design appropriate and qualified learning environments, it is suggested that they can be compared with enriched teaching practices that will be supported with different and innovative approaches, such as STEM and PBL, and structured in the focus of developing 21st century skills.

Coding, which is among the 21st century skills, has been included in the curriculum of many countries in recent years from preschool to high school. Primary school teachers are very important in the teaching of coding. In this context, this study aims to reveal the coding education that primary school students receive and the contribution of this course to them from the perspective of classroom teachers and primary school students. In this study, the qualitative method and phenomenological design were used in the study. The study group consists of 8 classroom teachers and 16 primary school students in the city center of Amasya. Easily accessible sampling was used to constitute the study group. In order to obtain the data, a quasi-structured interview form consisting of six questions for teachers and one question for students was prepared. Nvivo 9 program was used to analyze the data. Content analysis has been done as previously created code and themes are used. According to the results of the research, Robotics and Coding course contributes to children's mental development and metacognitive skills such as creative and reflective thinking and improves their problem-solving skills. In addition, it was concluded that Robotics and Coding course should be given to students at an early age, so it should be included in primary school programs.

Living in an information driven society can be challenging at times especially when it comes to classifying relevant and irrelevant information or right and wrong information. Moreover, it is easily accessible through Whatsapp, internet, OTT platform etc. Every learner living in the modern world is constantly bombarded with thought conditioning information through adults around him, media, social circles etc. This process of influencing is from cradle to grave. If education has to equip individuals with the right kind of skills and prepare them for life equipped with the 21st century skills a sound base of a reflective mindset has to be cultivated. The review focuses on development of reflective thinking as a pre requisite to transferring the 21st century skill set of Critical Thinking, Decision Making, Problem Solving, Digital Literacy, Creativity, Collaboration and Autonomy among young learners.