This study aims to develop a multidimensional 21st century skills scale for adolescent and early adulthood students in the 15–25 age group. The research was conducted with 660 high school, associate degree and undergraduate students. From the item pool created during the first stage of the study, 146 items were selected in line with expert opinions. Within the scope of the validity studies, exploratory factor analysis was carried out. As a result of the analysis, a 41-item scale with five sub factors were developed. In the second stage of the study, Lisrel 8.80 program was used with confirmatory factor analysis, and the five sub-factor structure was confirmed. In the third stage of the study, the test–retest method was applied, and the mean scale scores and standard deviation values of the scale in the first and second applications were found to be 3.89, 18.21 and 3.58 and 22.19, respectively. Keywords: 21st century skills, multidimensional 21st century skills scale, 15–25 age group, scale development.

The purpose of this study was to examine the effects of a blended teaching-learning approach on academic achievement and twenty-first century skills of preservice teachers who took the teaching principles and methods course. The implementation was carried out over a period of ten weeks with preservice teachers who were enrolled in pedagogical training at the Faculty of Education at Karamanoğlu Mehmetbey University in the 2019–2020 academic year. In the study, a semi-experimental research design with experimental and control groups was employed. Data collection tools were an academic achievement test and “multidimensional twenty-first century skills scale”. Analysis revealed that there was a significant difference across the two groups’ academic achievement and twenty-first century skills in favor of the experimental group. In addition, analysis of the retention test administered four weeks later showed a significant difference in favor of the experimental group. In the light of the results, the implications and future directions were discussed.

The aim of this study is to reveal contributions of the differentiated instruction implemented in the primary school 4th grade science course into science literacy levels of the students. The case study method among qualitative research methods were used in the study. The research was carried out in the second term of 2015-2016 academic year. The study group consisted of the 4th grade students (n=23, 9-10 aged) studying in the Kozabirlik Primary State School in Bilecik city center in Turkey. Interviews (teachers and students), observations and student diary forms were administrated as data collection tools in the study. The content analysis method was implemented in the analysis of the obtained data. It was concluded from the findings that the differentiated instruction improved involvements of the students with the science-technology-society and the environment and developed their scientific process skills and thus contributed to the science literacy levels of the students.

The aim of this study is to identify impacts of the differentiated instruction implemented in the primary school 4th grade science course in attitudes of the students towards the course. The mixed method-designed and carried out research was conducted with 9-10 aged students in 4th grade in a primary school in the city of Bilecik in Turkey during the 2015-2016 educational year Spring semester. Prior to experimental practices, two 4^th grade classes whose equivalents determined were assigned as experimental and control groups randomly. Prior to experimental implementations, interests, readiness levels and learning profiles of the experimental group students were identified. The current curriculum was differentiated according to the individual characteristics and differences of the students in line with the basic principles of the differentiated instruction, in terms of content, process, output, environment and assessment factors. The pattern of the research was an enriched pattern of one of the mixed methods in which quantitative and qualitative research methods are together carried out. The differentiated instructional process implemented in the primary school 4^th grade science course for 12 weeks was conducted by the teacher and monitored by the researcher through natural and systematic observations. In the study, quantitative data were obtained with the science attitude scale and quantitative data were obtained with observations, student diaries and interviews with students and teachers. Quantitative data were analysed using descriptive statistics and t test, qualitative data were analysed using the content analysis. At the end of the study, a statistically significant difference was observed between the groups in favour of the experimental group comparing post-test scores of the experimental and control groups obtained from the attitude towards the course scale. As for the qualitative data, findings indicated that the differentiated instruction improved attitudes of the students towards the course. Various recommendations were suggested for practitioners and researchers in line with the findings emerged in this study.