The effect of science teaching in a future classroom laboratory learning environment on the information and technology literacy and critical thinking and problem solving skills of 7th grade students

One of the main goals of education today is to provide students with the key skills required by the 21st century. In line with this goal, studies based on flexible learning environments are ongoing in many countries at national and international levels. Different educational models, flexible learning environments and applied educational methodologies are of great importance in terms of providing students with practical skills as well as theoretical knowledge. In this context, the future classroom laboratory model designed by the European School Network has pioneered studies in 18 countries to develop these environments by associating flexible learning environments with key skills. The purpose of this project is to investigate how science instruction in the future classroom laboratory affects seventh-grade secondary school students' critical thinking, problem-solving, and information and technology literacy skills. The study was conducted with a single group pre-test-post-test experimental design in accordance with the quantitative research paradigm. The sample of the study was determined based on the stratified sampling method and consisted of 30 (15 girls, 15 boys) 7th grade students studying in a state secondary school in Antalya. The implementation process was carried out in the future classroom laboratory located in a social sciences high school in Antalya and lasted a total of 33 lesson hours. In the study, "Information and Technology Literacy Skills Project Design Form (ITLP)", "Information and Technology Literacy Skills Assessment Rubric (ITLP)", "Critical Thinking and Problem Solving Skills Scenario Form (CPSF)" and "Critical Thinking and Problem Solving Skills Assessment Rubric (CPAR)" were used as data collection tools. Statistical tests used in the normality assessment of the data obtained in the study and in the testing of the hypotheses were carried out with the help of SPSS 29.0 package program. The findings derived from the data analysis demonstrated that scientific instruction in the future classroom laboratory greatly enhanced the seventh-grade students critical thinking, problem-solving, and information and technology literacy.