The effect of problem-based learning model in science education on the development of prospective teachers' critical thinking and 21st century skills

The aim of this study was to investigate the effect of the problem-based learning model applied to 2nd year pre-service science teachers on the development of critical thinking and 21st century skills of pre-service teachers. The application was carried out with 48 students studying in the 2nd grade of Science Teacher Education at Akdeniz University Faculty of Education in Antalya province in the fall semester of 2022-2023 academic year. In the study, according to the pretest-posttest control group experimental design model, Critical Thinking Skill Test and Multidimensional 21st Century Skills Scale were applied twice as pretest and posttest during the implementation period in the Science and Technology Based Problems course. Since it is an experimental study, the population and sample were not determined. For 14 weeks, the experimental group was taught with the problem-based learning model in the Science and Technology Related Problems course. In the control group, lessons were taught with the traditional method. In order to obtain quantitative data, the "Multidimensional 21st Century Skills Scale" developed by Çevik and Şentürk (2019) and the "Critical Thinking Skill Test" developed by Eğmir and Gürbüz (2016) were used as data collection tools in the experimental and control groups before and after the application. The multidimensional 21st century skills scale used as a quantitative data collection tool in this study is divided into sub-dimensions. In the analysis of the data, all sub-dimensions were analyzed separately. In order to analyze the data obtained, it is first necessary to check whether the data are normally distributed. Shapiro Wilk Test, which is a normality test, was applied and it was seen that the data were not normally distributed. Then, Mann Whitney U Test analysis was selected to compare the pre-test and post-test scores of the groups using non-parametric tests. SPSS 26 package program was used for statistical analysis of the study. In line with the quantitative findings obtained in the research, in this study, the problem-based learning model applied in the "Science and Technology Based Problems" course as a result of the experimental group teaching with the problem-based learning model positively affected the effect of the problem-based learning model in science education on pre-service teachers' critical thinking, 21st century skills and information and technology literacy skills, critical thinking and problem solving skills, entrepreneurship and innovation skills, social responsibility and leadership skills and the development of career awareness, which are sub-dimensions of 21st century skills. Based on the findings, recommendations for practice and research are presented. Keywords: 21st Century Skills, Critical Thinking Skills, Science and Technology, Problem Based Learning Model.