The effect of teaching activities designed according to 21st century skills on developing critical and creative thinking skills

Changing world conditions in the information age have made innovations in education as in many areas of life, and these innovations have transformed schools and programs. This change has forced 21st century individuals to acquire 21st century skills. Therefore, in this age, individuals are expected to exhibit cooperative behaviors that can think critically, solve problems, and reveal creative ideas. Individuals must adapt to the age as information, media and technology literate. In this study, the effects on students' critical and creative thinking skills were examined with teaching activities organized according to 21st century skills. The research was conducted with 60 6th grade students studying at a partner school in Bolu in the second semester of the 2019-2020 academic year. 30 of the students were the experimental group and the other 30 were the control group of the research. The research process was designed according to the explanatory sequential pattern of the mixed method. The quantitative dimension was carried out according to the quasi-experimental design with the pre-post test paired control group and at the same time the study was supported by qualitative data. 21st century skills program activities were applied to the experimental group for 10 weeks. 6 weeks of the application were through face-to-face training and 4 weeks through distance education. Control group students took their lessons with traditional program activities. Critical Thinking Test, Torrance Creative Thinking Test, teacher and student interview form were used as data collection tools in the post-application process. Quantitative data were analyzed in SPSS program; Qualitative data were evaluated according to content analysis. As a result of the research, it was determined that the activities organized according to 21st century skills significantly improved students' critical and creative thinking skills in all sub-dimensions. The effective and balanced use of technology tools and digital applications in the education process has improved students' media and technology literacy skills. It is recommended to design skills-oriented, technology-enhanced learning environments, and to update the curriculum in accordance with 21st century skills.